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Related Concept Videos

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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Students' Perceptions of Creating Educational Videos as a Teaching and Learning Strategy.

Enrique Ramón-Arbués1, Isabel Blázquez-Ornat, Lucía Sagarra-Romero

  • 1Author Affiliations: San Jorge University (Drs Ramon-Arbues and Sagarra-Romero), Zaragoza, Spain; Department of Physiatry and Nursing, Faculty of Health Sciences (Drs Antón-Solanas, Benito-Ruiz, Gómez-Torres, and Blázquez-Ornat), University of Zaragoza, Zaragoza, Spain; Pediatric Emergency Department (Dr Benito-Ruiz), Miguel Servet University Hospital, Zaragoza, Spain; and SAPIENF Research Group (B53_23R) (Drs Ramón-Arbués, Benito-Ruiz, Antón-Solanas, Gómez-Torres, and Blázquez-Ornat), University of Zaragoza, Zaragoza, Spain.

Nurse Educator
|June 20, 2025
PubMed
Summary

Nursing students highly value creating educational videos, reporting increased satisfaction, teamwork, and digital skills. This innovative teaching method effectively boosts engagement and learning in health education.

Keywords:
clinical competenceeducational technologyhealth communicationnursing educationprofessional competence

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Area of Science:

  • Nursing Education
  • Digital Health Pedagogy
  • Health Communication

Background:

  • Digital technology integration transforms nursing education.
  • Educational video creation enhances student engagement and clinical reasoning skills.

Purpose of the Study:

  • Evaluate nursing students' satisfaction with creating educational videos.
  • Assess perceptions of video creation as a teaching and learning strategy.

Main Methods:

  • Mixed-methods descriptive study with 150 second-year nursing students.
  • Group development of health education videos.
  • Data collection via Likert scale questionnaire and reflective narratives.

Main Results:

  • Students produced 33 videos, reporting high satisfaction, particularly with video applicability.
  • Qualitative data indicated improved teamwork, creativity, and information technology skills.

Conclusions:

  • Video creation is an effective pedagogical tool in nursing education.
  • Fosters student engagement and essential skill development.
  • Aligns with contemporary educational practices in healthcare.