Video Mobile Applique Supported Teaching Used in Nursing Skill Training
Condition: Nurse's Role
Study type: Interventional

Summary: 
      This study was conducted in a university faculty of health sciences nursing department
      students with the aim of examining the impact of video mobile application-supported teaching
      utilized in nursing skills training on students' academic success, problem solving and
      critical thinking levels.A randomized controlled trial was designed.The study was conducted l
      with second-year students of the department of nursing at faculty of health sciences. The
      research was finalised with the participation of 167 students, 83 in the intervention group
      and 84 in the control group. Data were collected through Student Identification Form, Problem
      Solving Inventory, California Critical Thinking Disposition Scale and Basic Nursing Skills
      Learning Guide.
    

Detailed description: 
      Students in the intervention group were subjected to watch app videos via the mobile app
      before implementing skills. Students in the control group were subjected to standard training
      in the skills laboratory without watching any video after the theoretical knowledge described
      in the course. The data were collected through the Student demonstration form, the problem
      solving Inventory, the California critical thinking tendency scale and the Basic Nursing
      skills Learning Guide.

      3.5. Data collection In line with the process steps in the Basic Nursing Skills Learning
      Guide, video recordings were carried out in the Nursing Skills Laboratory of our Faculty for
      each application in the Healthy Living and Nursing Module IX course. In order to ensure
      standardization in the expression of all skills, a video flow plan was prepared and
      recordings were conducted in accordance with this plan. The videos were organized in a way
      that the practitioner narrates all the steps of the procedure, with being visible and
      audible. Before the application, each video was watched repeatedly by the research team and
      necessary arrangements were performed. Then, the videos created about the applications were
      uploaded to the mobile application-based web system. After the systematic preparations were
      completed, trainings on the system and usage were provided to the instructors in charge of
      the skill practices. In addition, all students were trained on research, the system, and
      usage, and were provided with the opportunity to download the mobile application to their
      phones.

      Initially, the theoretical parts of the skill practices within the scope of the Healthy
      Living and Nursing Module IX course were taught face-to-face in the course. Student rotation
      was established for the intervention in accordance with randomization. The practices of the
      students in the control group were carried out between 8.30-12.30 in the morning, while the
      practices of the intervention group were carried out between 13.30-17.30. While the students
      in the control group were practicing in the laboratory, the system was activated, the videos
      were made accessible to the students and only the students in the intervention group were
      allowed to watch the skill videos 3 times. The students in the intervention group
      participated in their own practices in the afternoon after watching the skill videos. The
      students in the control group, on the other hand, were subjected to standardized training in
      the skills laboratory without watching any videos after the theoretical information provided
      in the course. While the students were practicing, they were evaluated by the relevant
      instructors according to the process steps in the "Basic Nursing Skills Learning Guide".

      In both groups, students were informed about the research and evaluated in terms of inclusion
      criteria. Prior to the start of the intervention, all students were asked to fill the student
      introduction form, the Problem Solving Inventory and the California Critical Thinking
      Disposition Scale. After the skill practices were finalized, all students were asked to fill
      the Problem Solving Inventory and California Critical Thinking Disposition Scale again. At
      the same time, after all the practices related to the course were completed, the students
      were examined and their academic achievement scores were evaluated after the application.
      After the applications were finished, the videos were made accessible to all students,
      including the students in the control group.
    

Intervention name(s): Video Supported Mobile Application
Intervention type(s): Behavioral
Intervention description(s): The video-supported mobile application was developed to be interactively utilized on smartphones. T
Allocation: Randomized
Intervention model: Single Group Assignment
Intervention model description: A randomized controlled trial was designed. According to randomization in a computer environment of 200 students who meet the criteria for inclusion in the study, the intervention and control group were divided into two groups. This study was conducted in a university faculty of health sciences nursing department students with the aim of examining the impact of video mobile application-supported teaching utilized in nursing skills training on students' academic success, problem solving and critical thinking levels.
Masking: None (Open Label)
Primary purpose: Health Services Research
Keywords: Student nurse; Mobile applicability; Skills training; Problem solving; Critical thinking.