Introduction: The Undergraduate Nursing Course has been using videos for the past year or so. Videos are used for many different purposes such as nurse refresher courses, reinforcement, sharing and comparison of knowledge with the professional and scientific community. However, there is little evidence on the efficacy that streaming video has on learning and in particular as regards the capacity of refreshing and reinforcing. The aim of the study is to verify the effectiveness of video as an instrument for refreshing and reinforcing nursing the learning of a nursing technique. Methods: The video chosen refers to the technique dealing with the “movement of a patient not collaborating from the supine to the lateral position. The population consisted of undergraduate students attending the first year Nursing course at Turin University in Italy. A pilot study carried out in May 2009 served. A RCT design was chosen. Both groups attended lessons in the classroom as well as in the laboratory; a month later the control groups received a paper format to refresh the technique as opposed to the case-control groups who had seen the video. Students were assessed singularly using observational rating scales. A double-blind trial was conducted. Results: Waiting the results the RCT (february 2009), the results of the pilot study are shown: 21 students was elegible, 10 in the control group and 11 in the treatment group. The two groups were homogenous. The mean difference between those who had seen the video and those who had read the technique turned out to be 8,45 points (p<0,05) in favour of the first. Discussion: As shown in some observational studies the vision of the video could make learning more effective in comparison to reading the paper format. The educational use of the video offers remarkable advantages of online learning. Furthermore, the video even if effective, has to be part of an educational plan correlated with precise objectives which are reflection, verification, understanding and clarification. Conclusions: What emerges from the results obtained by the pilot RCT is that videos could be useful tools to refresh and reinforce concepts learnt during nursing courses. The use of educational videos could become a routine instrument for student training. References: 1.Sue M. Green, David Voegeli et al. Evaluating the use of streaming video to support student learning in a first-year life sciences course for student nurses. Nurse Education Today 2003; 23(4): 255-61. 2.Bennett PN, Glover P. Video streaming: implementation and evaluation in an undergraduate nursing program. Nurse Education Today 2008; 28: 253-258.
Effectiveness of an educational video as an instrument to refresh and reinforce the learning of a nursing technique: a Randomized Controlled Trial.
GARRINO, LORENZA;DIMONTE, Valerio
2010-01-01
Abstract
Introduction: The Undergraduate Nursing Course has been using videos for the past year or so. Videos are used for many different purposes such as nurse refresher courses, reinforcement, sharing and comparison of knowledge with the professional and scientific community. However, there is little evidence on the efficacy that streaming video has on learning and in particular as regards the capacity of refreshing and reinforcing. The aim of the study is to verify the effectiveness of video as an instrument for refreshing and reinforcing nursing the learning of a nursing technique. Methods: The video chosen refers to the technique dealing with the “movement of a patient not collaborating from the supine to the lateral position. The population consisted of undergraduate students attending the first year Nursing course at Turin University in Italy. A pilot study carried out in May 2009 served. A RCT design was chosen. Both groups attended lessons in the classroom as well as in the laboratory; a month later the control groups received a paper format to refresh the technique as opposed to the case-control groups who had seen the video. Students were assessed singularly using observational rating scales. A double-blind trial was conducted. Results: Waiting the results the RCT (february 2009), the results of the pilot study are shown: 21 students was elegible, 10 in the control group and 11 in the treatment group. The two groups were homogenous. The mean difference between those who had seen the video and those who had read the technique turned out to be 8,45 points (p<0,05) in favour of the first. Discussion: As shown in some observational studies the vision of the video could make learning more effective in comparison to reading the paper format. The educational use of the video offers remarkable advantages of online learning. Furthermore, the video even if effective, has to be part of an educational plan correlated with precise objectives which are reflection, verification, understanding and clarification. Conclusions: What emerges from the results obtained by the pilot RCT is that videos could be useful tools to refresh and reinforce concepts learnt during nursing courses. The use of educational videos could become a routine instrument for student training. References: 1.Sue M. Green, David Voegeli et al. Evaluating the use of streaming video to support student learning in a first-year life sciences course for student nurses. Nurse Education Today 2003; 23(4): 255-61. 2.Bennett PN, Glover P. Video streaming: implementation and evaluation in an undergraduate nursing program. Nurse Education Today 2008; 28: 253-258.
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