Using Video Feedback Through Smartphone Instant Messaging in Fundamental Nursing Skills Teaching: Observational Study

Yang, Xiao-Xian; Xie, Ri-Hua; Chen, Si; Yu, Wei; Liao, Yan; Krewski, Daniel; Wen, Shi Wu

doi:10.2196/15386

Cited by 17 publications

(14 citation statements)

References 20 publications

(22 reference statements)

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“…Neste estudo, a intervenção com vídeo educativo contribuiu para aumento do conhecimento nos itens: seleção de veias (p=0,000), local de punção (p=0,009), antissepsia (p=0,000), inspeção/palpação do local da punção (p=0,013), indicação do uso de scalp (p=0,012), tempo de permanência do cateter (p=0,035) e complicações da punção (p=0,021 Estudo realizado em Portugal com 122 acadêmicos de enfermagem revela que os participantes valorizam o uso dos vídeos como tecnologia para favorecer aprimoramento das habilidades nos procedimentos de enfermagem 12 . Na China, estudo de intervenção, que propôs avaliar os benefícios do uso do vídeo no feedback sobre habilidades práticas de 195 acadêmicos de enfermagem, identificou que houve melhora no desempenho em procedimentos como confecção de camas, assepsia, verificação de sinais vitais e oxigenoterapia após recebimento de vídeo por mensagens instantâneas em smartphones 13 .…”

Section: Discussionunclassified

Efetividade de vídeo educativo sobre punção venosa periférica para acadêmicos de enfermagem lusófonos

et al. 2021

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Objetivo: avaliar efetividade de vídeo educativo no conhecimento de acadêmicos de enfermagem lusófonos acerca da punção venosa periférica. Método: estudo quase-experimental, do tipo antes e depois, desenvolvido com 85 acadêmicos de enfermagem, com pré e pós testes realizados a partir de questionário validado composto por 20 questões acerca do conhecimento sobre punção venosa. Resultados: houve melhora significante (p<0,005) nos acertos de sete questões referentes as melhores veias para punção, necessidade de inspeção e palpação, antissepsia em movimentos circulares, posicionamento do torniquete, indicação do scalp, tempo de permanência de dispositivo flexível e complicações do procedimento. No pré-teste, a mediana de acertos de 15 (Intervalo interquartílico=17), enquanto no pós-teste a mediana de acertos foi de 16 (Intervalo interquartílico=17), p=0,000. Conclusão: o vídeo educativo apresenta-se como tecnologia educacional efetiva para auxiliar no ensino da enfermagem sobre a PVP.

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Section: Discussionunclassified

Efetividade de vídeo educativo sobre punção venosa periférica para acadêmicos de enfermagem lusófonos

et al. 2021

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“…All students filled out questionnaire anonymously. A modified Likert scale that was designed and revised on the basis of previous studies and the objectives of the present study was used in the questionnaire [15][16][17]. The questionnaire provided five possible options to prompt a stated opinion rather than a neutral attitude.…”

Section: Questionnaire Surveymentioning

confidence: 99%

Application of a multimedia-supported manikin system for preclinical dental training

et al. 2022

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Aim In this study, we aimed to describe a multimedia-supported manikin system, compare the new manikin with the traditional manikin and evaluate its effectiveness in preclinical dentistry training. Methods A total of 150 students participated in this study. Amongst these students, 71 in the 2015-year group used traditional manikins (Group TM) for preclinical training courses (endodontics training courses and prosthodontics training courses), and 79 in the 2016-year group used manikins with a multimedia system (Group MM). The scores of the training courses between the two groups were compared. A questionnaire survey was used to collect opinions of the students in Group MM on their experience of using the multimedia-supported manikin system in the preclinical training. Results In the endodontics training courses, the scores of Group MM were higher than those of Group TM, but there was no significant difference (P = 0.379 > .05). However, the scores of prosthodontics training courses in Group MM were significantly higher than those in Group TM (P = 0.018 < .05). The questionnaire results indicated that the students in Group MM were satisfied with the device in usability, clarity, effectiveness and improvement in operation proficiency. Conclusions In the groups studied, for preclinical dental training, the multimedia-supported manikin system was a good alternative to traditional manikin in preclinical dentistry training.

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“…Students had a clearer understanding of their own problems and learned through the strengths and weaknesses of others. Yang et al [29] conducted a study on teaching fundamental nursing skills with smartphone-based video feedback to facilitate teaching. Results showed that video feedback was an effective way to improve nursing students' academic performance and professional skills.…”

Section: Cbl Extended Traditional Teachingmentioning

confidence: 99%

“…Teachers asked questions and encouraged students to discuss and collaborate with others. Some studies have confirmed that online teaching methods could enable students to get timely feedback from teachers and other students in the learning process, and students were familiar with online communication methods and participated in discussions more actively [13,29]. Teaching social and communicative competencies has become an important part of undergraduate dental education [20].…”

Section: Cbl Extended Traditional Teachingmentioning

confidence: 99%

The Application of a Case-Based Social Media–Assisted Teaching Method in Cariology Education：Comparative Study

Li¹,

Liu²,

Chen³

et al. 2021

J Med Internet Res

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Background Current cariology education based on the traditional teaching method faces a lot of challenges. Meanwhile, the COVID-19 pandemic caused an unprecedented disruption in medical education and health care systems worldwide. Innovation in the teaching mode of cariology education is required to change the situation. Objective The goal of the research was to evaluate the application effects of a case-based social media–assisted teaching method in cariology education. Methods Dental students of class 2019 were enrolled into the experimental group, while students of class 2018 served as control. A case-based social media–assisted teaching method was used in the experimental group, which included preclass activity via social media, additional discussion and practice process record in class, and questions and answers on the platform after class. The traditional teaching method, which consisted of conventional preparation before class, traditional lectures and demonstrations followed by students practice in class, and questions and answers step after class, was used in the control group. The teaching materials were the same in both groups. At the end of the program, students from both groups took cavity preparation skill evaluation tests. Questionnaires were tested on the case-based social media–assisted teaching group students anonymously. All data were analyzed using SPSS statistical software (version 22.0, IBM Corp). Results The mean student cavity preparation skill evaluation scores was 82.51 (SD 6.82) in the experimental group and 77.19 (SD 5.98) in the control group (P<.05). The questionnaire response rate was 100%. Of those, 94.3% (100/106) of the students recommended the case-based social media–assisted teaching method in cariology education. The majority of the participants agreed that it helped them memorize the theoretical knowledge of cariology, facilitated in-depth discussion, improved their enthusiasm and initiative in learning, and enhanced the relationship between teachers and students (104/106, 98.1%). They also recognized that the classroom atmosphere was active (94/106, 88.7%). Conclusions The case-based social media–assisted teaching method was beneficial in terms of learning, as demonstrated by the statistically significant improvement of the cavity preparation skill evaluation scores and satisfaction from attending students. This method could be used to supplement the teaching of cariology.

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Using Video Feedback Through Smartphone Instant Messaging in Fundamental Nursing Skills Teaching: Observational Study

Cited by 17 publications

References 20 publications

Efetividade de vídeo educativo sobre punção venosa periférica para acadêmicos de enfermagem lusófonos

Efetividade de vídeo educativo sobre punção venosa periférica para acadêmicos de enfermagem lusófonos

Application of a multimedia-supported manikin system for preclinical dental training

The Application of a Case-Based Social Media–Assisted Teaching Method in Cariology Education：Comparative Study

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