Effectiveness of WhatsApp and Social Media in Learning Among Nursing Students

The rapid advancement of web-based communication technology has transformed learning environments in higher institutions of learning worldwide. This has made interactive, collaborative, and virtual learning beyond the classroom possible. Social media platforms, especially WhatsApp, are easy-to-use, easily accessible, and highly flexible tools for communication, exchange of resources, and peer collaboration. In Zambia, where nursing education involves the integration of theory and practice in the clinical environment, these virtual tools can bridge the gap between classroom training and real application. However, not much empirical data has been used to assess their effectiveness in improving learning experiences among nursing students.

The present research investigated the application of WhatsApp and other social media platforms as learning strategies among nursing students in DMI St. Eugene University in Zambia. Grounded in the Social Constructivist model of learning through cooperation and collaboration, the study involved a quantitative approach. A stratified random sample of 114 nursing students participated in the study. Data were measured using a 30-item standardized questionnaire scored on a four-point Likert scale. Instrument validity was established through expert review, and reliability with a Cronbach's alpha > 0.70. The data analysis used descriptive statistics (mean and standard deviation) and inferential statistics (t-tests) to examine differences by gender, locality of residence, and family type. Outcomes indicated students perceived WhatsApp and social media as extremely effective learning devices (M = 89.05, SD = 8.94), particularly in order to facilitate communication, collaboration, and access to information. There were significant gender differences: male students rated the devices as being more effective (M = 94.86) compared to female students (M = 88.66; t = 3.25, p < 0 xss=removed xss=removed xss=removed xss=removed> 0.05). Overall, the study reveals that WhatsApp and social media significantly enhance traditional teaching through their facilitation of active, inclusive learning among Zambian nursing students. Nonetheless, because the study focused on perceptions rather than real academic outcomes, it is recommended that future longitudinal and mixed-method studies be conducted to evaluate long-term learning gains, instructional integration, and ethical considerations in online learning settings.