Accepted for/Published in: JMIR mHealth and uHealth
Date Submitted: Jul 6, 2019
Open Peer Review Period: Jul 8, 2019 - Jul 12, 2019
Date Accepted: Aug 21, 2019
(closed for review but you can still tweet)
The effect of video feedback through smart phone instant messaging on improving fundamental nursing skills teaching: a pilot study
Video feedback has been demonstrated to be an effective teaching tool that can improve the learners’ skills by viewing their own performance. However, the current literature on effects of video feedback on fundamental nursing skills teaching is sparse.
This pilot study aims to explore the potential effects of video feedback through smart phone instant messaging on teaching undergraduate student nurses fundamental nursing skills.
We conducted a pilot study on teaching fundamental nursing skills to second-year undergraduate student nurses. Students in two classes were asked to participate in video feedback after classes to reinforce what they have learned (video feedback group) from classroom teaching, and compared with students in four other classes who did not participate in video-reinforced learning (non-video feedback group). Scores from the final examination, in-class task assignments and The General Self-efficacy Scale were collected and compared between the two groups. Multiple linear regression analysis was performed to estimate the independent effect of video feedback, after adjusting for gender, age, and history of WeChat/QQ use. An ad hoc questionnaire was used to measure student evaluations of the novel video-feedback teaching method.
A total of 195 student nurses (65 in the video feedback group and 130 in the non-video feedback group) completed the pilot study and were included in the final analysis. Student nurses in the video feedback group had higher average scores on the final examination, as well as on assignments in bed making, aseptic procedure, vital signs measurement, and oxygen inhalation than in the non-video feedback group. However, no differences in scores for assignments in catheterization and enema were observed, nor in the General Self-efficacy Scale, were observed between the two groups. The great majority (over 98%) of student nurses were satisfied with this smart phone video feedback teaching method.
Video feedback through smart phone instant messaging may be an effective way to improve student nurses’ overall performance and professional skills.
Request queued. Please wait while the file is being generated. It may take some time.
© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.