School of Nursing, Wuxi Taihu University, Wuxi, China.
Department of Nursing, Nanhai Hospital, Southern Medical University, Foshan, China.
JMIR Mhealth Uhealth. 2019 Sep 5;7(9):15386. doi: 10.2196/15386.
Video feedback has been shown to be an effective teaching tool that can improve student learning when having them view their own performance. However, the literature on the effect of integrating smartphones with video feedback in fundamental nursing skills teaching is sparse.
This study aimed to explore the potential effects of video feedback through smartphone-based instant messaging on teaching undergraduate nursing students fundamental nursing skills.
We conducted a study on teaching fundamental nursing skills to 6 classes of second-year undergraduate nursing students. In 2 classes (the intervention group), the instructor elected to use smartphone-based video feedback to facilitate teaching; instructors in the other 4 classes (the control group) elected to use routine methods of teaching without video feedback. Scores from the final examination, in-class assignments, and the General Self-Efficacy Scale questionnaire were collected and compared between the two groups. Multiple linear regression analysis was performed to estimate the independent effect of video feedback after adjusting for gender, age, and prior experience in the use of WeChat/QQ in learning applications. An ad hoc questionnaire was used for student evaluation of the novel smartphone-based video feedback teaching method.
A total of 195 nursing students (65 in the video feedback group and 130 in the control group) completed the study and were included in the final analysis. Mean and standard deviation of scores on the final examination, bed making, aseptic procedure, vital signs measurement, and oxygen therapy were 91.29 (SD 2.36), 90.52 (SD 3.18), 93.23 (SD 3.16), 91.65 (SD 4.21), and 92.06 (SD 3.58), respectively, in the video feedback group and 89.99 (SD 3.12), 81.71 (SD 8.63), 87.12 (SD 5.50), 87.45 (SD 8.00), and 90.37 (SD 6.36), respectively, in the control group (differences were statistically significant). The mean and standard deviation of scores for assignments in catheterization and enema and General Self-Efficacy Scale were 89.69 (SD 3.22), 91.14 (SD 3.15), and 24.52 (SD 5.35), respectively, in the video feedback group and 88.82 (SD 7.48), 90.79 (SD 6.08), and 24.50 (SD 6.16), respectively, in the control group (differences were not statistically significant). The majority (over 98%) of nursing students were satisfied with this smartphone-based video feedback teaching method.
Video feedback through smartphone-based instant messaging may be an effective way to improve nursing students' academic performance and professional skills.
视频反馈已被证明是一种有效的教学工具，当学生观看自己的表现时，可以提高学生的学习效果。然而，将智能手机与视频反馈整合到基础护理技能教学中的文献却很少。
本研究旨在探讨基于智能手机的视频反馈对本科护理学生基础护理技能教学的潜在影响。
我们对 6 个二年级护理本科班的学生进行了基础护理技能教学。在 2 个班级（干预组）中，教师选择使用基于智能手机的视频反馈来促进教学；在其他 4 个班级（对照组）中，教师选择使用常规方法进行教学，没有视频反馈。收集并比较两组学生期末考试、课堂作业和一般自我效能感量表问卷的分数。进行多元线性回归分析，以估计在调整性别、年龄和在学习应用程序中使用微信/QQ 经验后，视频反馈的独立效果。使用专门的问卷对基于新型智能手机的视频反馈教学方法进行学生评价。
共有 195 名护理学生（视频反馈组 65 名，对照组 130 名）完成了研究并纳入最终分析。视频反馈组期末考试、铺床、无菌操作、生命体征测量和氧气治疗的平均分数和标准差分别为 91.29（SD 2.36）、90.52（SD 3.18）、93.23（SD 3.16）、91.65（SD 4.21）和 92.06（SD 3.58），对照组分别为 89.99（SD 3.12）、81.71（SD 8.63）、87.12（SD 5.50）、87.45（SD 8.00）和 90.37（SD 6.36）（差异有统计学意义）。视频反馈组导尿和灌肠的作业和一般自我效能感量表的平均分数和标准差分别为 89.69（SD 3.22）、91.14（SD 3.15）和 24.52（SD 5.35），对照组分别为 88.82（SD 7.48）、90.79（SD 6.08）和 24.50（SD 6.16）（差异无统计学意义）。大多数（超过 98%）护理学生对这种基于智能手机的视频反馈教学方法感到满意。
基于智能手机的视频反馈可能是提高护理学生学业成绩和专业技能的有效方法。
