The Role of Humour in Nursing Education

Abstract

Homour is recognized as a dynamic pedagogical strategy that can reduce anxiety, promote engagement, enhance memory retention, and foster positive classroom environments. Despite global literature on its effectiveness, limited research exists on its application and impact within nursing education in India, particularly in Uttar Pradesh.

Objective: To explore the role of Homour in nursing education and its influence on student motivation, understanding, and class participation.

Methods: A descriptive mixed‑methods study was conducted among 150 nursing students and 12 nursing faculty from three nursing colleges in Uttar Pradesh. Data were collected using standardized questionnaires, focus group discussions, and classroom observations. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data followed thematic analysis.

Results: Homour was found to significantly enhance student engagement (p < 0.01), reduce educational stress, and improve retention of complex nursing concepts. Three major themes emerged: (1) Homour as a learning facilitator, (2) Homour and student–teacher rapport, and (3) Contextual challenges in academic application.

Conclusion: Homour is a valuable educational strategy in nursing training. Its intentional and culturally sensitive use enhances learning outcomes and should be integrated systematically into nursing curricula.