Fundamentals and Administration Department, College of Nursing, Sultan Qaboos University, Muscat, Oman.
Fundamentals and Administration Department, College of Nursing, Sultan Qaboos University, Muscat, Oman.
Nurse Educ Today. 2022 Sep;116:105425. doi: 10.1016/j.nedt.2022.105425. Epub 2022 Jun 3.
A deep understanding of pathophysiology is required to provide high-quality nursing care; however, many undergraduate nursing students have difficulty understanding concepts in this field. New pedagogical approaches are required to engage undergraduate nursing students in better methods to understanding pathophysiological concepts. Therefore, we incorporated oral presentation assignments into a bioscience course in which students were instructed to create PechaKucha and PowerPoint presentations to promote learning of diseases.
To assess and compare the satisfaction, academic performance, and preference of nursing students regarding the use of PechaKucha and PowerPoint in a pathophysiology course.
A quasi-experimental design was used. The setting was a College of Nursing at a public university in Oman.
A total of 109 second-year undergraduate nursing students in a convenience sample participated in this study.
As part of a graded individual assignment, students had to create two presentations about sickle cell disease and thalassemia, with one using PechaKucha and the other PowerPoint presentation formats. Students' satisfaction level with both methods was assessed using a Visual Analogue Scale, and their academic performance was evaluated using post-quizzes. A self-reported questionnaire was utilized to investigate students' preference for PowerPoint versus PechaKucha.
The satisfaction level of the students was higher for PowerPoint than for PechaKucha (t(108) = 2.076, p = 0.040). However, students' performance was similar regardless of whether they had used PowerPoint or PechaKucha to prepare their presentations (t(108) = -0.323, p = 0.748). Finally, students who preferred PechaKucha indicated that it helps them to organize content and present concise information, while those who preferred PowerPoint expressed that it helps them apply their creativity.
The PechaKucha presentation format might be engaging and pleasurable for the audience. However, nursing students were more satisfied with the traditional PowerPoint format when preparing their presentations. Therefore, nursing educators should be cautious when using PechaKucha for students' assignments.
为了提供高质量的护理，需要深入了解病理生理学；然而，许多本科护理学生难以理解该领域的概念。需要新的教学方法来让本科护理学生更好地理解病理生理学概念。因此，我们将口头报告作业纳入生物科学课程中，指导学生制作 PechaKucha 和 PowerPoint 演示文稿，以促进疾病知识的学习。
评估和比较护理学生对病理生理学课程中使用 PechaKucha 和 PowerPoint 的满意度、学术表现和偏好。
使用准实验设计。该设置是在阿曼一所公立大学的护理学院。
本研究共有 109 名护理专业二年级本科生以方便样本的形式参与。
作为一项分级个人作业的一部分，学生必须制作两个关于镰状细胞病和地中海贫血的演示文稿，一个使用 PechaKucha，另一个使用 PowerPoint 演示文稿格式。使用视觉模拟量表评估学生对两种方法的满意度水平，使用后测测验评估他们的学术表现。使用自我报告问卷调查学生对 PowerPoint 与 PechaKucha 的偏好。
学生对 PowerPoint 的满意度高于 PechaKucha（t(108) = 2.076，p = 0.040）。然而，无论学生使用 PowerPoint 还是 PechaKucha 准备演示文稿，他们的表现都相似（t(108) = -0.323，p = 0.748）。最后，喜欢 PechaKucha 的学生表示，它帮助他们组织内容并呈现简洁的信息，而喜欢 PowerPoint 的学生则表示，它帮助他们发挥创造力。
PechaKucha 演示格式可能对观众具有吸引力和乐趣。然而，护理学生在准备演示文稿时对传统的 PowerPoint 格式更满意。因此，护理教育者在为学生作业使用 PechaKucha 时应谨慎。
