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Immediate knowledge retention among nursing students in live lecture and video-recorded lecture: A quasi-experimental study.

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Title: Immediate knowledge retention among nursing students in live lecture and video-recorded lecture: A quasi-experimental study.
Authors: Alharbi, Homood A.1 (AUTHOR) homalharbi@ksu.edu.sa, Shehadeh, Fadi2 (AUTHOR) fshehadeh@kfmc.med.sa, Awaji, Nasima Yahya3 (AUTHOR) nawaji@KSU.EDU.SA
Source: Nurse Education in Practice. Mar2022, Vol. 60, pN.PAG-N.PAG. 1p.
Subject Terms: *Lecture method in teaching, *Teaching methods, *Health occupations students, *Research methodology, *Pre-tests & post-tests, *Universities & colleges, *Nursing students, Confidence intervals, Questionnaires, Descriptive statistics, Odds ratio, Video recording
Geographic Terms: Saudi Arabia
Abstract: To determine if video-recorded lecture provided better immediate knowledge retention than live lecture In line with the call to increase nationally graduated nurses as recommended by KSU 2030 Vision, educational institutions in Saudi Arabia are required to increase the enrollment to the Bachelor of Science in Nursing program. As a result, there is increased number of sections or groupings which created a need for additional faculty. However, to mitigate the impact of faculty shortage, the Administration embarked on exploring innovative teaching strategies that would ensure that lecture contents across groups of students are uniform and instructions are similar. Hence there is a need to explore innovative teaching strategies that would ensure that contents across groups of students are uniform, and instructions are similar. The study employed a quasi-experimental design to examine if video-recorded lectures provided better immediate knowledge retention than live lectures. A total of 160 s -year nursing students were randomly assigned to either of the two teaching strategies (video-recorded lecture or live lecture). Data were collected at a public university in Riyadh, Saudi Arabia. Both lectures covered the interpretation of arterial blood gases (ABG) and all students had no prior knowledge on the subject. Pretest and posttest using the same 16 questions were administered to both groups. Each item was comprised of a combination of ABG results. Students were to choose the correct answer from four choices of interpretations of the ABG result. ABG is assessed to determine gas exchange, ventilator control and acid-base balance among patients with acute or chronic illnesses. Assessment of immediate knowledge retention was conducted using a questionnaire comprised of 16 multiple-choice items to be used in both the pretest and posttest. Each item was comprised of a combination of ABG results. The live lecture group's posttest mean score did not differ significantly from that of the video-recorded lecture group; t (156.52) = 0.47, p = 0.64, d = −0.08. The odds ratio is 1.27 and the probability is 95%. CI:.64, 2.50. This study found no difference between video-recorded lectures and live lectures in terms of providing immediate knowledge retention. Video-recorded lectures are a viable complementary teaching strategy. There is a need to enhance the instructional design so that learning objectives are more clearly defined, contents are aligned with the learning objectives, teaching strategies should include active participation from learners and outcomes should be assessed based on the learning objectives. [ABSTRACT FROM AUTHOR]
Copyright of Nurse Education in Practice is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Immediate knowledge retention among nursing students in live lecture and video-recorded lecture: A quasi-experimental study.
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  Data: *<searchLink fieldCode="DE" term="%22Lecture+method+in+teaching%22">Lecture method in teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Health+occupations+students%22">Health occupations students</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22Nursing+students%22">Nursing students</searchLink><br /><searchLink fieldCode="DE" term="%22Confidence+intervals%22">Confidence intervals</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Odds+ratio%22">Odds ratio</searchLink><br /><searchLink fieldCode="DE" term="%22Video+recording%22">Video recording</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
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  Data: To determine if video-recorded lecture provided better immediate knowledge retention than live lecture In line with the call to increase nationally graduated nurses as recommended by KSU 2030 Vision, educational institutions in Saudi Arabia are required to increase the enrollment to the Bachelor of Science in Nursing program. As a result, there is increased number of sections or groupings which created a need for additional faculty. However, to mitigate the impact of faculty shortage, the Administration embarked on exploring innovative teaching strategies that would ensure that lecture contents across groups of students are uniform and instructions are similar. Hence there is a need to explore innovative teaching strategies that would ensure that contents across groups of students are uniform, and instructions are similar. The study employed a quasi-experimental design to examine if video-recorded lectures provided better immediate knowledge retention than live lectures. A total of 160 s -year nursing students were randomly assigned to either of the two teaching strategies (video-recorded lecture or live lecture). Data were collected at a public university in Riyadh, Saudi Arabia. Both lectures covered the interpretation of arterial blood gases (ABG) and all students had no prior knowledge on the subject. Pretest and posttest using the same 16 questions were administered to both groups. Each item was comprised of a combination of ABG results. Students were to choose the correct answer from four choices of interpretations of the ABG result. ABG is assessed to determine gas exchange, ventilator control and acid-base balance among patients with acute or chronic illnesses. Assessment of immediate knowledge retention was conducted using a questionnaire comprised of 16 multiple-choice items to be used in both the pretest and posttest. Each item was comprised of a combination of ABG results. The live lecture group's posttest mean score did not differ significantly from that of the video-recorded lecture group; t (156.52) = 0.47, p = 0.64, d = −0.08. The odds ratio is 1.27 and the probability is 95%. CI:.64, 2.50. This study found no difference between video-recorded lectures and live lectures in terms of providing immediate knowledge retention. Video-recorded lectures are a viable complementary teaching strategy. There is a need to enhance the instructional design so that learning objectives are more clearly defined, contents are aligned with the learning objectives, teaching strategies should include active participation from learners and outcomes should be assessed based on the learning objectives. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Nurse Education in Practice is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1016/j.nepr.2022.103307
    Languages:
      – Code: eng
        Text: English
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        PageCount: 1
        StartPage: N.PAG
    Subjects:
      – SubjectFull: Lecture method in teaching
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Health occupations students
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Pre-tests & post-tests
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      – SubjectFull: Universities & colleges
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      – SubjectFull: Nursing students
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      – SubjectFull: Confidence intervals
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Descriptive statistics
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      – SubjectFull: Odds ratio
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      – SubjectFull: Video recording
        Type: general
      – SubjectFull: Saudi Arabia
        Type: general
    Titles:
      – TitleFull: Immediate knowledge retention among nursing students in live lecture and video-recorded lecture: A quasi-experimental study.
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            NameFull: Alharbi, Homood A.
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              M: 03
              Text: Mar2022
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              Y: 2022
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