Abstract
Background. Novel educational strategies are essential to cultivate a cadre of nurses with the requisite skills, critical thinking abilities, and adaptability demanded by contemporary healthcare contexts. The shift towards various learning modalities in nursing education, including online, hybrid, and in‐person formats, raises questions about their impact on student engagement and academic self‐concept. Objectives. This study aimed to assess and compare the levels of student engagement and academic self‐concept among nursing students engaged in different study modalities (online, hybrid, and in‐person). Methods. In this descriptive comparative study, 203 nursing students were evaluated using the university student engagement inventory (USEI) and academic self‐concept questionnaire (ASCQ). Participants were divided into groups based on their involvement in online, hybrid, or in‐person study modes. Differences and correlational analysis within variables were performed to evaluate the comparison between groups. Results. Significant differences were observed in the USEI scores among the study modalities: online (mean = 45.7, SD = 5.6), hybrid (mean = 48.8, SD = 6.1), and in‐person (mean = 50.4, SD = 6.2), with in‐person students displaying the highest levels of engagement (F = 10.663, P < 0.001). Academic self‐concept scores also varied notably (F = 9.422, P < 0.001) between modalities, particularly between online (mean = 54.8, SD = 5.3) and in‐person students (mean = 58.8, SD = 7.7). Correlational analysis within each modality revealed significant relationships among the subdomains of USEI and ASCQ. Conclusion. The study demonstrates that the mode of study substantially influences nursing students’ engagement and academic self‐concept, with in‐person learners showing higher scores in both domains. These results are vital for educators and policymakers in nursing education to optimize learning experiences across different modalities.
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