Empowering Nursing Students in Microbiology: The Impact of a PhotoVoice Learning Activity—A Mixed-Methods Study
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Background: Medical microbiology is a core component of nursing education but is often perceived as challenging and disconnected from clinical practice. Active learning strategies, such as PhotoVoice, may enhance engagement and bridge this gap, yet evidence for their effectiveness in nursing microbiology education is limited. Objective: To evaluate the impact of a PhotoVoice learning activity on pre-registration nursing students’ engagement, learning empowerment, and satisfaction in a microbiology class. Methods: An observational, mixed-methods study with a single-group pretest–posttest design and qualitative group interviews was conducted in two pre-registration nursing programmes (bachelor’s and master’s) at a government-funded university in Hong Kong. A total of 207 nursing students (188 bachelor’s, 19 master’s) completed pre- and post-intervention questionnaires; 128 students participated in group interviews. Results: Both bachelor’s and master’s students demonstrated statistically significant improvements in engagement following the PhotoVoice activity (p < 0.001, d = 0.94 for bachelor’s; p = 0.003, d = 0.79 for master’s). Learning empowerment increased substantially (p < 0.001, d = 1.08 for bachelor’s; p = 0.002, d = 0.84 for master’s). Bachelor’s students’ satisfaction also improved (p < 0.001, d = 0.75). Qualitative analysis identified five themes: enhanced engagement, active and experiential learning, intellectual stimulation, authentic contexts, and innovative pedagogy. Conclusion: The PhotoVoice activity effectively enhanced engagement, empowerment, and satisfaction, supporting its use as an active learning strategy in nursing microbiology education.
