Differential Effects of Video Assisted Lecture and Didactic Lecture on Accuracy of Nursing Diagnosis, Satisfaction, Self-confidence and Simulation Design Among Nursing Students
The teaching of nursing process is inclusive of formulation of nursing diagnosis. Accurate formulation of nursing diagnosis is crucial to guide the nursing care for patients. Despite its importance, good formulation of nursing diagnosis is still deficientcompetency among nurses. The aim of this stud...
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| Format: | Thesis |
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2019
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| Online Access: | http://library.oum.edu.my/repository/1217/1/library-document-1217.xps http://library.oum.edu.my/repository/1217/2/library-document-1217.pdf http://library.oum.edu.my/repository/1217/ |
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| Summary: | The teaching of nursing process is inclusive of formulation of nursing diagnosis. Accurate formulation of nursing diagnosis is crucial to guide the nursing care for patients. Despite its importance, good formulation of nursing diagnosis is still deficientcompetency among nurses. The aim of this study was to examine the differential effects of video assisted lecture (VAL) and didactic lecture (DL) on accurate formulation of nursing diagnosis for medical and surgical scenarios among nursing students. Subsequent to this, students’ satisfaction, self-confidence and simulation design were also investigated. This experimental study employed After-Only design. Nursing students were randomly assigned to two groups either video assisted lecture group (n= 33) ordidactic lecturegroup (n= 33). The research tools used in this study were D-Catch Guide for Diagnoses and National League Nursing questionnaire. Analyses were conducted using Mann-WhitneyU test, Wilcoxon Paired Signed-Rankstest and independent t test. The mean scores differences for accuracy of nursing diagnosis were higher for Post Test 1 and Post Test 2 with VAL for both medical and surgical scenarios compared to DLscores. However, there were no significant differencesin accuracy of nursing diagnosis between VAL and DL for the Post Test 1 (p= .182) and Post Test 2 (p= .090) for medical scenario and Post Test 2 for surgical scenario,(p = .131). In addition,there was a significant difference in accuracy of nursing diagnosis between VAL and DLfor the Post Test 1 (p= .001) for surgical scenario. The Wilcoxon Paired Signed-Ranks test withinVAL for the accuracy of nursing diagnosis in medical scenario showed no significant difference (p=.102). But, there was a significant difference withinVAL for accuracy of nursing diagnosis in surgicalscenario(p= .001). In addition,the Wilcoxon Paired Signed-Ranks test withinDL for the accuracy of nursing diagnosis inmedical scenario showed no significant difference (p=.014). However, there was asignificant difference withinDL for accuracy of nursing diagnosis in surgical scenario(p=.001). Overall, the VAL revealed higher mean scores than DL for satisfaction, self-confidence and simulation design. But, there were no significant differences in satisfaction (p= .180), self-confidence (p= .586) and simulation design (p= .519) between VAL and DL. In conclusion,both the VAL and DL are apparently effective for teaching the subject on nursing diagnosis. The satisfaction, self-confidence and simulation design from both the teaching methods were the same for the nursing students. Thus,it implies that simulation such as video canbe embedded with teaching for nursingdiagnosis. (Abstract by Author) |
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