Margallo Maria Catalina M, Mariano Carmela Nicole P, Martinez Kryssia Nadine Fauve L, Mariano Rashel Lidia T, Maramag Lyra Mikhaela L, Mariano Aira Angelica C, Mapue Robel Christian L, Maturan Earl Rae C, Escolar Chua Rowena L
College of Nursing, University of Santo Tomas, España, Manila 1008, Philippines.
College of Nursing, University of Santo Tomas, España, Manila 1008, Philippines.
Nurse Educ Today. 2023 Jan;120:105624. doi: 10.1016/j.nedt.2022.105624. Epub 2022 Nov 9.
Pharmacology is a vital course in nursing involving numerous concepts, making it challenging for educators and students to teach and learn the course, respectively. As YouTube videos become a powerful academic resource in understanding challenging courses, most studies demonstrate that online educational videos effectively improve students' learning process. However, what makes these videos effective in teaching has yet to be discovered.
This paper typified the teaching strategies of nursing pharmacology YouTube videos to manage cognitive load and promote student engagement. Additionally, the use of these strategies was correlated with the videos' Video Power Indexes [VPIs].
This study employed a mixed methods design. 52 YouTube videos about nursing pharmacology were used for analysis. Watching these videos generated transcriptions to typify teaching strategies using thematic content analysis. Quantitative parameters such as likes, dislikes, and videos were computed to get the Video Power Index [VPI]. VPI of the videos was correlated with the identified strategies using Pearson's correlation coefficient (r).
With the comprehensive characterization of strategies from the videos, this study uncovered two themes, Infoxication Antagonists and Attention Agonists, as the composition of the V-CAPS: Video's Constructive and Adaptive Pedagogical Strategies. This model describes how nurse YouTubers simplify complex pharmacology concepts while maintaining the viewers' concentration in watching the videos. Results also revealed that Infoxication Antagonists and the duration of the videos have significantly moderate influence, and Attention Agonists have a significantly weak correlation with the VPIs.
The study's findings present teaching strategies to reduce cognitive load and promote student engagement. These can provide valuable insights for nursing educators in teaching the course and using videos to promote the students' optimum learning.
药理学是护理专业的一门重要课程，涉及众多概念，这使得教育工作者和学生分别教授和学习该课程具有挑战性。随着YouTube视频成为理解具有挑战性课程的强大学术资源，大多数研究表明，在线教育视频能有效改善学生的学习过程。然而，这些视频在教学中有效的原因尚未被发现。
本文对护理药理学YouTube视频的教学策略进行了分类，以管理认知负荷并促进学生参与。此外，这些策略的使用与视频的视频影响力指数[VPI]相关。
本研究采用混合方法设计。使用了52个关于护理药理学的YouTube视频进行分析。观看这些视频生成文字记录，通过主题内容分析来确定教学策略。计算点赞、差评和视频等定量参数以获得视频影响力指数[VPI]。使用Pearson相关系数（r）将视频的VPI与确定的策略相关联。
通过对视频策略的全面表征，本研究发现了两个主题，即信息过载拮抗剂和注意力激动剂，作为V-CAPS的组成部分：视频的建设性和适应性教学策略。该模型描述了护士YouTube博主如何简化复杂的药理学概念，同时保持观众观看视频的注意力。结果还显示，信息过载拮抗剂和视频时长有显著的中等影响，而注意力激动剂与VPI有显著的弱相关性。
该研究结果提出了降低认知负荷和促进学生参与的教学策略。这些可为护理教育工作者教授该课程以及使用视频促进学生的最佳学习提供有价值的见解。
