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Development and validation of practice-based multimedia assisted item: a mixed-method study.

Inyoung Lee1, Sujin Shin2

  • 1Department of Nursing, Dongnam Health University, 50 Cheoncheon-Ro 74Beon-Gil, Jangan-Gu, Suwon, Gyeonggi, 16328, Republic of Korea.

BMC Nursing
|March 3, 2025
PubMed
Summary
This summary is machine-generated.

Multimedia-assisted items (MAIs) effectively assess nursing students' competencies in theory and practice. These tools enhance clinical understanding and are valuable for online nursing education and improving newly graduated nurses' skills.

Keywords:
Educational MeasurementMultimediaNursing StudentNursing education

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Area of Science:

  • Nursing Education
  • Educational Technology
  • Health Professions Education

Background:

  • The COVID-19 pandemic accelerated the adoption of online learning and assessment in healthcare education.
  • Multimedia-assisted items (MAIs) offer a promising alternative for evaluating clinical skills and higher cognitive abilities in authentic scenarios.
  • This study focused on developing and validating MAIs that accurately reflect real-world clinical practice.

Purpose of the Study:

  • To develop and validate multimedia-assisted items (MAIs) that simulate authentic clinical situations for nursing education.
  • To assess the effectiveness of MAIs in evaluating nursing students' comprehensive competencies.
  • To explore student experiences with MAIs compared to traditional assessment methods.

Main Methods:

  • A mixed-method approach combining qualitative and quantitative analyses was employed in two phases: development and validation.
  • Thirty-six MAIs incorporating diverse multimedia elements were created and preliminarily tested for usability.
  • A mock test was administered to 105 nursing students, followed by qualitative interviews with 10 participants.

Main Results:

  • The developed MAIs demonstrated moderate item difficulty (0.51) and discrimination (0.31), with overall reliability (Cronbach's alpha) of 0.64.
  • While no correlation was found with clinical reasoning scores, significant differences were noted between high and low academic achievement groups.
  • Students perceived MAIs as more relevant to nursing practice than paper-based tests, enhancing integration of theory and practice and stimulating engagement.

Conclusions:

  • Multimedia-assisted items (MAIs) are validated as an effective strategy for both educating and assessing nursing students' competencies.
  • MAIs adequately evaluate nursing students' theoretical knowledge and practical skills, proving beneficial for online assessments.
  • The use of MAIs can enhance the competencies of newly graduated nurses and improve the overall quality of online nursing education.