Journal of Health And Care
Volume 25, Issue 3 (Autumn 2024)
JHC 2024, 25(3): 212-219 |
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Ethics code: IR-ARUMS.REC-1395-144
Clinical trials code: 0
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Shamshiri M, Mohammadi M, Ershadifard S. Comparing the Effectiveness of Two Learning Methods of Lecture Videocast and Handout on Learning and Satisfaction of Nursing Students. JHC 2024; 25 (3) :212-219
URL: http://hcjournal.arums.ac.ir/article-1-1495-en.html
URL: http://hcjournal.arums.ac.ir/article-1-1495-en.html
Department of Critical Care Nursing, School of Nursing and Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran
Abstract: (682 Views)
Background & aim: Improving learning effectiveness in nursing education is of particular importance. Various methods are used to improve learning effectiveness. The purpose of this study was to compare the effects of two methods, a slide-based lecture videocast and a handout, on learning and satisfaction of nursing students.
Methods: A quasi-experimental design without pretest was used to conduct this study during the second semester of the 2016–2017 academic year at Ardabil University of Medical Sciences. The study sample consisted of 54 nursing students studying in their third semester. The health assessment course which consisted of 10 sessions, were randomly divided into two groups. After the first 5 sessions (Group 1) of lectures and PowerPoint presentations in the class, a handout was given to students. At the end of the next 5 sessions (Group 2) of lectures and PowerPoint presentations in the class, video files of lectures screen recordings were made available to the students. Multiple-choice questions were used to evaluate learning outcome at the end of the semester. The student satisfaction form was used to evaluate students’ satisfaction with the teaching-learning process. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Independent T, Wilcoxon and Mann-Whitney U) using SPSS v15.
Results: Data analysis showed that the average learning outcome score in handout offered sessions was significantly higher than in videocast ones (p<0.001). In addition, the mean score of students’ satisfaction for handout and videocast were 39.18±5.86 and 39.81±6.32, respectively, and there was no statistically significant difference between them (p=0.39).
Conclusion: Although slide-based lecture videos did not improve student learning as much as handouts, it is recommended to provide and offer the video lectures to the students during each class session in addition to the traditional learning methods such as handouts and books.
Methods: A quasi-experimental design without pretest was used to conduct this study during the second semester of the 2016–2017 academic year at Ardabil University of Medical Sciences. The study sample consisted of 54 nursing students studying in their third semester. The health assessment course which consisted of 10 sessions, were randomly divided into two groups. After the first 5 sessions (Group 1) of lectures and PowerPoint presentations in the class, a handout was given to students. At the end of the next 5 sessions (Group 2) of lectures and PowerPoint presentations in the class, video files of lectures screen recordings were made available to the students. Multiple-choice questions were used to evaluate learning outcome at the end of the semester. The student satisfaction form was used to evaluate students’ satisfaction with the teaching-learning process. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Independent T, Wilcoxon and Mann-Whitney U) using SPSS v15.
Results: Data analysis showed that the average learning outcome score in handout offered sessions was significantly higher than in videocast ones (p<0.001). In addition, the mean score of students’ satisfaction for handout and videocast were 39.18±5.86 and 39.81±6.32, respectively, and there was no statistically significant difference between them (p=0.39).
Conclusion: Although slide-based lecture videos did not improve student learning as much as handouts, it is recommended to provide and offer the video lectures to the students during each class session in addition to the traditional learning methods such as handouts and books.
Type of Study: quasi-experimental |
Subject:
nursing
Received: 2023/08/20 | Accepted: 2024/01/23 | Published: 2024/01/30
Received: 2023/08/20 | Accepted: 2024/01/23 | Published: 2024/01/30
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