Evaluation of the Impact of Behavioral Nudges on Participation and Self-Efficacy in Nursing Students
Keywords:
behavioral nudges, academic self-efficacy, classroom climate, nursing education, student participationAbstract
Behavioral nudges have emerged as innovative pedagogical strategies aimed at positively influencing student behavior without coercion. In nursing education, where active participation and academic confidence are essential for professional development, such interventions are particularly relevant. This study evaluated the impact of a brief intervention based on behavioral nudges motivational phrases and individual clinical case resolution on academic self-efficacy and classroom climate perception among second-year nursing students. A quasi-experimental pre-post design with methodological triangulation was employed. Thirty-one students participated in the pre-intervention phase and twenty-six in the post-intervention phase (retention rate: 84%). Data collection included Likert-type questionnaires, quantitative records of voluntary oral participation, and a structured teaching log. Results showed improvements in perceived content comprehension, greater willingness to participate despite mistakes, and increased confidence in classroom interaction. Additionally, a 40% rise in voluntary oral participation was observed after the intervention. These findings support the usefulness of behavioral nudges as accessible and low-cost pedagogical tools in health education settings, fostering safer and more participatory learning environments.
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