Effects of Microlectures on Nursing Students' Understanding of Key Medication Administration Concepts

Abstract

Background: Microlectures comprise short audio or video presentations designed to provide a concise explanation of key concepts or topics. Purpose:The study aimed to develop a microlecture module for a nursing course in medication administration and test whether it could improve learning. Methods: The study had a quasi-experimental design. Four classes of sophomore nursing students were divided into the treatment (n = 109) and control groups (n = 84). Pretests, posttests, integrated examinations, and simulated experiences were employed. Analysis of covariance were used to analyze the students' pretest, posttest, and integrated examination performances. Results: The treatment group performed better than the control group. Conclusions: This study provides nursing educators with a different approach to traditional teaching and sheds light on how to design a microlecture.

Application Progress of Teaching in the Form of Traffic Short Videos in Nursing Education

“…The combination of short videos and nursing theoretical knowledge teaching improves nursing students' understanding of theoretical knowledge. Studies have shown [13] that in the comparison of micro-lecture video teaching methods and traditional online teaching methods, the experimental group's theoretical assessment scores were significantly better than the control group's assessment scores (P < 0.01), and the students had positive feedback about the micro-lecture video teaching methods. Yin [26] decomposed the movements of the closed peripheral infusion method, and the students selected some of the movements by themselves and made a 15-second Douyin short video.…”

“…Yu and Fang [13] utilized short audio and video presentations to provide concise explanations of medication concepts or topics, and randomly grouped sophomore nursing students into an experimental group that was intervened with a "micro-lecture video + SPS" and a control group that only used traditional online teaching methods. Holland et al [14] investigated the intervention group that received only standard instruction and unlimited access to short videos of practice examples of oral medications, and a control group that received only standard instruction, with learning outcomes assessed by modules and satisfaction questionnaires returned at the end of the class to measure the effectiveness of the instruction.…”