Youtube for millennial nursing students; using internet technology to support student engagement with bioscience

Abstract

Undergraduate nursing programs typically include students with limited 'on-campus' time who need learning resources that are flexible, technologically appropriate, remotely-accessible (mobile smart devices), and above all, engaging. This has presented academics with challenges surrounding institutional security firewalls, password-access requirements, intellectual property/ownership and staff/student privacy. To overcome these challenges a collection of evidence-based YouTube videos, posted on the Biological Sciences YouTube Channel, supported by the Biosciences in Nurse Education, and underpinned by Benner's pedagogical framework, were developed with the intention of moving students from novice to competent clinical bioscience users. The videos are highly successful; with over 310,000 views, 1.5 million minutes of viewing and more than 5000 subscribers since its inception (<20 months). Spontaneous comments as well as evidence from students identified their usefulness, suggesting the videos enrich student experience and performance with perceivably difficult biosciences content. Student confidence and subsequent access of the YouTube videos was enhanced by their familiarity with the presenter and the breadth of information available in small portions, creating a solid basis for the development of bioscience-competent nursing graduates. Moreover, these open source videos provide a free resource for continual revision and professional development informed by an international minimum bioscience standard for nurses post registration.

Nursing students studying physiology within a flipped classroom, self-regulation and off-campus activities

“…This was unexpected since the teachers' online lectures were highly appreciated by the students in the pilot. The videos were short and covered a single concept as recommended (Johnston et al, 2018;Todorovic et al, 2016) in contrast to the commercial videos. In line with other studies, many students stated that they found it difficult to read the textbook and figure out things by themselves (Johnston et al, 2015) and preferred to watch videos (McLaughlin et al, 2014).…”

“…Furthermore, tutoring by the teacher may facilitate active participation and learning in online groups (Bingen, 2013). Including online resources such as online videos could support nursing students learning in bioscience (Johnston et al, 2018;Todorovic et al, 2016). In the flipped classroom, online lectures are integrated to facilitate students' off-campus preparations, and students may prefer to watch the videos rather than reading the textbook (McLaughlin et al, 2014).…”

Who is providing dental education content via YouTube?

“…3,4 One of the preferred forms of accessing content is watching video on online sharing platforms. 4,5 There are multiple reasons why students use the YouTube platform and include the following:…”

Avaliação do uso do vídeo como ferramenta complementar de ensino nos cursos de saúde da Região Centro-Oeste do Brasil

“…Acreditasse que, atualmente, a informação técnica fornecida pelos cursos presenciais seja equivalente a 2% do volume de conteúdo disponível online. Tem sido observada a preferencia, dos usuários, por conteúdos disponibilizados em plataformas de compartilhamento de áudio ou vídeo (Johnston, Barton, Williams-Pritchard, & Todorovic, 2018). Sabe-se que a disponibilização de conteúdo em vídeo pelos docentes impacta positivamente no desempenho discente (Page, Meehan-Andrews, Weerakkody, Hughes, & Rathner, 2017).…”