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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.
Background:
The integration of digital technology in nursing education has revolutionized traditional teaching methods. Creating educational videos enhances student engagement and clinical reasoning.
Purpose:
This study evaluated nursing students' satisfaction and perceptions of creating educational videos as a teaching and learning strategy.
Methods:
A mixed-methods descriptive study was conducted with 150 second-year nursing students enrolled in a Health Education module at San Jorge University (Zaragoza, Spain). Students developed health education videos in groups, and data were collected through a 5-point Likert scale questionnaire and reflective narratives.
Results:
Students produced 33 videos. Quantitative findings showed high satisfaction, with the highest ratings for video applicability. Qualitative data revealed enhanced teamwork, creativity, and information technology skills.
Conclusions:
Video creation is an effective tool in nursing education, fostering engagement and skill development, aligning with modern educational practices.
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