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Nursing students' preferences of strategies surrounding cinenurducation in a first year child growth and development
1Department of Nursing, Institute of Health Science, Inje University, Busan, South Korea.
Background:
Use of film in the classroom (cinenurducation) promotes nursing students' motivation and understanding of concepts about child growth and development; however, consensus has not been reached regarding students' preferred strategies and what they view as effective.
Objective:
To identify nursing students' preferences for pedagogical strategies surrounding film use in a Child Growth and Development course.
Design:
A mixed methods study encompassing a concurrent triangulation strategy was undertaken.
Settings And Participants:
Eighty-three students attending the first year nursing class in the fall semester 2012 at a private University in South Korea participated.
Methods:
Films or film clips were shown either before or after pedagogical strategies including lecture, presentation, personal essay, group report, or group discussion, followed by a questionnaire to assess student preferences and their opinions on the impact of strategies on motivation and learning. A focus group with 10 participants provided their opinions.
Results:
Although the preference for the time when films were watched showed no significant difference (t=.388, p=.699), participants preferred the following pedagogical methods: watching films with a group, saying this was more effective compared to watching films alone (t=5.488, p<.001); full movie over film clips (t=2.869, p=.005); and personal essay over group report (t=2.755, p=.007). Focus group participants also stated that it was more effective to watch the entire movie rather than film clips with the group, and preferred personal essays to group reports.
Conclusions:
Use of nursing students' preferred learning strategies surrounding cinenurducation helped them gain conceptual knowledge in a Child Growth and Development course.
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