Evaluating The Impact Of A Flashcard-Assisted Andragogical Learning Intervention (FAALI) On Child Rights Competency Among Undergraduate Nursing Students: A Quasi-Experimental Inquiry

Abstract

Background

Child rights protection is an essential component of global health, social justice, and ethical healthcare practice. Despite international frameworks such as the United Nations Convention on the Rights of the Child (UNCRC), children worldwide continue to experience violations including abuse, neglect, exploitation, discrimination, and inadequate access to protection services. Nurses represent a critical workforce in child protection due to their continuous involvement in healthcare delivery, yet inadequate competency related to child rights, legal responsibilities, identification of violations, and reporting mechanisms remains a concern among nursing learners. Improving competency in child rights in nursing education is therefore essential in preparing future nurses to deliver safe, ethical and child-centred care.

Objective

The present study aimed to evaluate the effectiveness of a Focused Activity-Based Learning Intervention (FAALI) on child rights competency among nursing students in a selected nursing school in Odisha, India.

Methods

The design of the study was a quantitative quasi-experimental pre-test and post-test control group. The study was conducted among 60 nursing students from a selected nursing institution in Odisha, India. Participants were randomly distributed in experimental and control groups. The experimental group was given  FAALI, a structured educational intervention incorporating interactive teaching strategies including case-based learning, role play, group discussion, problem-solving activities, and scenario-based exercises related to child rights and protection. Child rights competency was assessed using a structured competency assessment tool developed based on international child rights frameworks, national child protection legislation, and nursing education guidelines. Data were analysed using descriptive and inferential statistics, including paired t-test, independent t-test, chi-square test, and effect size analysis.

Results

The findings demonstrated a significant improvement in child rights competency among nursing students who received FAALI compared with their baseline competency levels and the control group. The experimental group showed a substantial increase in post-intervention competency scores, indicating improved understanding of child rights principles, recognition of child protection concerns, legal awareness, and professional responsibilities. The intervention demonstrated a large educational effect, suggesting that activity-based learning strategies can effectively strengthen competency outcomes among nursing students.

Conclusion

FAALI was identified as an effective educational intervention to enhance competency in child rights among nursing students. Incorporating structured activity-based child protection education into nursing curricula may enhance future nurse’s preparedness to identify, prevent, and respond to child rights violations within healthcare settings.