Volume 13, Issue 7 (10-2013)
Iranian Journal of Medical Education 2013, 13(7): 571-576 |
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Nourozi H M, Rokhi F, Karimi Moonaghi H. Comparison of Video-Based Instruction and Instructor Demonstration on Learning of Practical Skills in Nursing Students . Iranian Journal of Medical Education 2013; 13 (7) :571-576
URL: http://ijme.mui.ac.ir/article-1-2328-en.html
URL: http://ijme.mui.ac.ir/article-1-2328-en.html
, NOROZIHM@MUMS.AC.IR
Abstract: (31427 Views)
Introduction: Since technology has an important role in the improvement of educational quality, finding better methods of teaching and learning and improving equipment and teaching materials is emphasized. Regarding this, two educational methods- presentation by the instructor and video presentation, were offered and their effectiveness on nursing students’ learning skills was compared.
Methods: This quasi-experimental study was carried on 48 nursing students of Mashhad nursing and midwifery school. One group received training through video film and the other were taught by instructor demonstration. Both had opportunity for practical exercise. The students’ learning was assessed via questionnaires and checklists in OSCE. To compare the scores of the two groups, the independent T-test and Mann Whitney U test were used.
Results: The results indicated that the average grade for insertion and remove of NG tube, putting on and taking off the gloves in a non-surgical way in the instructor-led demonstration group was more than the video-presentation group (p<0.020). But in the case of hand scrub in a non-surgical way, the results did not indicate a significant difference (p<0.077).
Conclusion: Video presentation showed to be less effective. This research confirms the superiority of instructor-led training for practical skills. Of course, in cases where live presentation- due to lack of instructors or equipment- is not possible, video-presentation as an alternative or as a complementary method could be used.
Type of Study: Short Communication |
Subject:
Teaching Methods
Received: 2012/09/13 | Accepted: 2013/10/1 | Published: 2013/10/1 | ePublished: 2013/10/1
Received: 2012/09/13 | Accepted: 2013/10/1 | Published: 2013/10/1 | ePublished: 2013/10/1
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