Video-Assisted Versus Traditional Problem-Based Learning: A Quasi-Experimental Study Among Pediatric Nursing...

Area of Science:

• Nursing Education
• Educational Technology
• Medical Simulation

Background:

• Traditional text-assisted problem-based learning (PBL) struggles to simulate complex clinical scenarios for nursing students.
• While video-assisted PBL shows promise for comprehension, its impact on deep critical thinking remains debated compared to text-based methods.

Purpose of the Study:

• To compare the effectiveness of video-assisted PBL utilizing online multimedia technologies against traditional text-assisted PBL in nursing education.
• To assess the impact of each teaching method on student learning motivation, academic self-efficacy, and self-directed learning.

Main Methods:

• A quasi-experimental study with pre- and post-intervention assessments compared two groups of nursing students over 4 weeks.
• The experimental group used video-assisted PBL with multimedia tools (videos, Google Docs, Zoom) and online lectures.
• The control group received text-assisted PBL with traditional face-to-face classes and lectures.

Main Results:

• The experimental group demonstrated significantly higher learning motivation (p=.002), academic self-efficacy (p=.019), and self-directed learning (p=.003) post-intervention.
• No significant differences were observed between the groups in problem-solving skills.

Conclusions:

• Video-assisted PBL with multimedia technologies effectively enhances key learning attributes in nursing students.
• Findings support the integration of digital tools for contactless nursing education, particularly relevant in pandemic scenarios.
• Further research is recommended on the production of problem scenarios and instructional methods for video-based PBL.