Effectiveness of self-re-learning using video recordings of advanced life support on nursing students’ knowledge, self-efficacy, and skills performance

Abstract

Background Nurses are presumably the first to see an in-hospital cardiac arrest patient. This study proposed measuring nursing students’ knowledge, self-efficacy, and skills performance in advanced life support (ALS), 6 months after training, by sending videos taken during their final skills test after the ALS training. Methods This is an experimental study using a randomised control group design. This study was conducted from June to December 2018, and the subjects of the study were 4th year students, recruited through a bulletin board at a nursing university. The participants’ knowledge, self-efficacy, and skill performance in ALS were evaluated immediately after the training, and participants were videotaped during the final skills test. Thereafter, the videos were sent to the experimental group through a mobile phone messenger application, once a month, from the third month after training. Approximately six months after training day, a follow-up test was conducted for the measured variables using a blinded method. The paired t-test and Wilcoxon signed-rank test were used to compare the two groups pre-and post-intervention. The statistical significance level was set at p < .05. Results Six months after the ALS training, knowledge scores decreased significantly in both groups (p < 0.001). Self-efficacy decreased by about 3 points from 50.55 to 47.18 in the experimental group (p = 0.089), while it decreased by 10 points in the control group, from 50.67 to 39 (p < 0.001). The skills performance decreased from 27.5 to 26.68 in the experimental group, while it decreased significantly from 27.95 to 16.9 in the control group (p < 0.001). Conclusion Self-study with videos taken during an ALS skills test helps enhance the sustainable effects of training such as knowledge, self-efficacy, and skills performance.

Simulación Clínica en La Retención a Largo Plazo Del Conocimiento Y Autoconfianza De Profesionales De Enfermería: Estudio Cuasiexperimental

“…En el contexto educativo, incluido el de la salud, la recuperación de la información almacenada en la memoria es importante para la retención de conocimiento a largo plazo y la transferencia de contenidos a nuevas situaciones 21 . Los hallazgos de la presente investigación demuestran que, aunque el 30,2% de los profesionales mencionó que había participado en entrenamiento de soporte vital avanzado antes de la recolección de datos, no presentaron mejores respuestas teóricas ni mayor retención del conocimiento aprendido después de tres meses de la experiencia simulada.…”

“…Por lo tanto, los enfermeros que reciben periódicamente capacitación simulada tienen más probabilidades de mantener los conocimiento y habilidades aprendidas a largo plazo en proporción al intervalo de actualización, es decir, cuanto menor sea el tiempo entre cada capacitación, menor será la curva de olvido y mayor la retención 10 . Sin embargo, los intervalos entre capacitaciones y/o entrenamientos que involucren actividades simuladas también deben tener en cuenta las características de los participantes, tales como el tiempo de experiencia profesional y el conocimiento teórico y práctico sobre el tema estudiado 21 .…”

“…En el Tiempo 2 (T2), que se realizó a los tres meses de la intervención (postest), se volvió a aplicar la ESEAA y el cuestionario teórico para la evaluación a largo plazo del conocimiento. Se adoptó un período de tres meses en función de la recomendación de estudios previos que mostraron una disminución progresiva en la retención del conocimiento en este intervalo de tiempo [18][19][20][21] .…”

Research on English Learners’ Self-efficacy in Rural Junior High Schools from the Perspective of Rural Revitalization

“…Besides, some researchers are inclined to study English learners' self-efficacy connected with learning methods, learning motivation and learning strategies. For example, one recent research conducted by Jang Kyeongmin, who mainly studied effectiveness of self-re-learning using video recordings, showed that self-study with videos taken during an ALS skills test helps enhance the sustainable effects of training such as knowledge, self-efficacy, and skills performance (Jang, 2021). Another scholar, Se Hyun Kim, who worked hard in the field of Second Language Learners' Self-efficacy and English Achievement, claimed that adolescents with higher self-efficacy reported more integrative motivation, and greater integrative motivation was associated with higher English achievement .…”

Video-based e-learning tools for geriatric nursing education

“…Research on video-based learning tools for nurses describes the development process mostly as a summarized part of the observational or experimental findings. [29,30] Studies that more thoroughly describe the development process are mainly focused on the acute nursing care settings such as stroke care, cardiac care, and pulmonary care scenarios. [31,32] Research on the development process of video-based learning tools for chronic geriatric nursing care is limited.…”