Department of Nursing Management and Education, The University of Dodoma, Dodoma, United Republic of Tanzania.
Department of Public and Community Health Nursing, The University of Dodoma, Dodoma, United Republic of Tanzania.
BMC Med Educ. 2024 Aug 31;24(1):952. doi: 10.1186/s12909-024-05920-2.
Ineffective and non-interactive learning among nursing students limits opportunities for students' classroom presentation skills, creativity, and innovation upon completion of their classroom learning activities. Pecha Kucha presentation is the new promising pedagogy that engages students in learning and improves students' speaking skills and other survival skills. It involves the use of 20 slides, each covering 20 seconds of its presentation. The current study examined the effect of Pecha Kucha's presentation pedagogy on presentation skills among nursing students in Tanzania.
The aim of this study was to establish comparative nursing student's presentation skills between exposure to the traditional PowerPoint presentations and Pecha Kucha presentations.
The study employed an uncontrolled quasi-experimental design (pre-post) using a quantitative research approach among 230 randomly selected nursing students at the respective training institution. An interviewer-administered structured questionnaire adopted from previous studies to measure presentation skills between June and July 2023 was used. The study involved the training of research assistants, pre-assessment of presentation skills, training of participants, assigning topics to participants, classroom presentations, and post-intervention assessment. A linear regression analysis model was used to determine the effect of the intervention on nursing students' presentation skills using Statistical Package for Social Solution (SPSS) version 26, set at a 95% confidence interval and 5% significance level.
Findings revealed that 63 (70.87%) participants were aged ≤ 23 years, of which 151 (65.65%) and 189 (82.17%) of them were males and undergraduate students, respectively. Post-test findings showed a significant mean score change in participants' presentation skills between baseline (M = 4.07 ± SD = 0.56) and end-line (M = 4.54 ± SD = 0.59) that accounted for 0.4717 ± 0.7793; p < .0001(95%CI) presentation skills mean score change with a medium effect size of 0.78. An increase in participants' knowledge of Pecha Kucha presentation was associated with a 0.0239 (p < .0001) increase in presentation skills.
Pecha Kucha presentations have a significant effect on nursing students' presentation skills as they enhance inquiry and mastery of their learning content before classroom presentations. The pedagogical approach appeared to enhance nursing students' confidence during the classroom presentation. Therefore, there is a need to incorporate Pecha Kucha presentation pedagogy into nursing curricula and nursing education at large to promote student-centered teaching and learning activities and the development of survival skills.
It was not applicable as it was a quasi-experimental study.
护理专业学生的学习效果不佳且缺乏互动，限制了他们在完成课堂学习活动后展示技能、创造力和创新能力的机会。Pecha Kucha 演讲是一种新的有前途的教学方法，它可以让学生参与学习并提高他们的演讲技巧和其他生存技能。它涉及使用 20 张幻灯片，每张幻灯片涵盖 20 秒的演讲内容。本研究旨在探讨在坦桑尼亚，Pecha Kucha 演讲对护理学生演讲技能的影响。
本研究旨在比较接受传统的 PowerPoint 演示和 Pecha Kucha 演示的护理学生的演讲技能。
本研究采用了一种未控制的准实验设计（前后），使用定量研究方法，在各自的培训机构中随机选择了 230 名护理学生。研究使用了一种访谈式的结构问卷，该问卷改编自以前的研究，用于测量 2023 年 6 月至 7 月之间的演讲技能。研究涉及培训研究助理、预评估演讲技能、培训参与者、为参与者分配主题、课堂演示和干预后评估。使用 Statistical Package for Social Solution (SPSS) 版本 26 中的线性回归分析模型来确定干预对护理学生演讲技能的影响，置信区间为 95%，显著性水平为 5%。
研究结果显示，63 名（70.87%）参与者年龄在 23 岁以下，其中 151 名（65.65%）和 189 名（82.17%）为男性和本科生。测试结果显示，参与者的演讲技能在基线（M=4.07±SD=0.56）和终线（M=4.54±SD=0.59）之间有显著的平均分变化，占 0.4717±0.7793;p<0.0001(95%CI) 演讲技能平均分变化，具有 0.78 的中等效应量。参与者对 Pecha Kucha 演讲知识的增加与演讲技能的 0.0239（p<0.0001）的增加相关。
Pecha Kucha 演讲对护理学生的演讲技能有显著影响，因为它增强了他们在课堂演讲前对学习内容的探究和掌握。这种教学方法似乎增强了护理学生在课堂演讲时的信心。因此，有必要将 Pecha Kucha 演讲教学法纳入护理课程和整个护理教育中，以促进以学生为中心的教学和学习活动以及生存技能的发展。
由于这是一项准实验研究，因此不适用。
