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The Effectiveness of a Question-Embedded Movie Clips Learning Program in Nursing Students: A Quasi-Experimental Pretest–Posttest Study
ABSTRACT
Background:
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 the current study was developed based on the drill and practice learning principle, aiming to facilitate nursing student’s skills and build their confidence before entering real clinical settings.
Objective:
To investigate 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.
Methods:
This study adopted a pretest-posttest non-equivalent groups quasi-experimental design. The study sample consisted of 132 third-year nursing students who enrolled in one of two class sections of the psychiatric nursing course in 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 for the control group. During the 2-hour class sessions, students received identical learning structure and sequence, except for group exercise 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.
Results:
A statistically significant increase was observed in the learning outcome scores of both the intervention group (t = -30.48, 95% CI -10.59 to -9.28, P < .001) and the control group (t = -27.04, 95% CI -8.19 to -7.07, P < .001). There was, however, a statistically significant difference in the outcome scores between the two 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 (F = 67.67, P < .001).
Conclusions:
The study has provided empirical evidence that using Question-Embedded Movie Clips Learning program along with traditional instruction in teaching therapeutic relationship and communication significantly improves learning outcomes. Clinical Trial: not applicable
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