Choenarom Chanokruthai, Samputtanon Juraipon
Faculty of Nursing, Khon Kaen University, 123 Mittraphap Road, Khon Kaen, 40002, Thailand, 66 93-080-3031.
JMIR Nurs. 2025 Jul 8;8:e71111. doi: 10.2196/71111.
Technological innovations make significant impacts on nursing education. New teaching strategies are constantly emerging, offering students a dynamic and interactive educational experience. The Question-Embedded Movie Clips Learning program used in this study was developed based on the drill and practice learning principle, aiming to facilitate nursing students' skills and build their confidence before entering real clinical settings.
This study aims to investigate the comparative effect between the newly developed Question-Embedded Movie Clips Learning program and the current practice of mind mapping exercises on students' learning outcomes and study satisfaction.
This study adopted a quasi-experimental design using a pretest-posttest approach with nonequivalent groups. The study sample consisted of 132 third-year nursing students who enrolled in one of two class sections of the psychiatric nursing course at a university in Thailand. By flipping a coin, the first study section (n=62) was assigned to the intervention, and the second section (n=70) was assigned to the control group. During the 2-hour class sessions, students received identical learning structure and sequence, except for group exercises of either the Question-Embedded Movie Clips Learning program or the mind mapping. The data were collected through the pretest-posttest questionnaire, the perceived satisfaction with the learning experience scale, and the open-ended reflective questions.
A statistically significant increase was observed in the learning outcome scores of both the intervention group (t61=-30.48, 95% CI -10.59 to -9.28; P<.001) and the control group (t69=-27.04, 95% CI -8.19 to -7.07; P<.001); all t statistics reported are based on 2-tailed tests. There was, however, a statistically significant difference in the outcome scores between the 2 groups. Even after controlling for pretest scores, students in the experimental group had a significantly higher adjusted mean score than those in the control group (F1,129=67.67, P<.001).
The study has provided empirical evidence that using the Question-Embedded Movie Clips Learning program along with traditional instruction in teaching therapeutic relationships and communication significantly improves learning outcomes.
技术创新对护理教育产生重大影响。新的教学策略不断涌现，为学生提供了动态且互动的教育体验。本研究中使用的嵌入问题的电影片段学习计划是基于练习与实践学习原则开发的，旨在提升护生的技能，并在其进入实际临床环境前增强他们的信心。
本研究旨在调查新开发的嵌入问题的电影片段学习计划与当前思维导图练习方法在学生学习成果和学习满意度方面的比较效果。
本研究采用类实验设计，使用非等组前后测方法。研究样本包括132名泰国某大学精神科护理课程两个班级中的三年级护生。通过抛硬币，第一个研究班级（n = 62）被分配到干预组，第二个班级（n = 70）被分配到对照组。在2小时的课堂教学中，除了嵌入问题的电影片段学习计划或思维导图的小组练习外，学生接受相同的学习结构和顺序。数据通过前后测问卷、对学习体验量表的感知满意度以及开放式反思问题进行收集。
干预组（t61 = -30.48，95% CI -10.59至-9.28；P <.001）和对照组（t69 = -27.04，95% CI -8.19至-7.07；P <.001）的学习成果分数均有统计学上的显著提高；所有报告的t统计量均基于双侧检验。然而，两组的成果分数存在统计学上的显著差异。即使在控制了前测分数后，实验组学生的调整后平均分数仍显著高于对照组学生（F1,129 = 67.67，P <.001）。
该研究提供了实证证据，即在教授治疗关系和沟通时，使用嵌入问题的电影片段学习计划与传统教学方法相结合可显著提高学习成果。
