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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Effect of video-based education on practical skills and self-confidence in citation writing among nursing students: A
Nawaf Amro1, Mohammad Qtait2, Yara Dar Soboh3
1Modern University College, Ramallah, Palestine.
Background:
Accurate citations are vital for academic integrity and evidence-based nursing scholarship. However, citation errors and low confidence in using reference management software are common among nursing students.
Aim:
To evaluate the effect of a video-based educational intervention on nursing students' practical skills and self-confidence in citation writing using EndNote.
Methods:
A one-group pretest-posttest research design was conducted among 250 nursing students in the West Bank, Palestine. Participants completed a structured EndNote practical skills checklist and a visual analog scale assessing confidence before and after viewing a 25-minute instructional video. Data were analyzed using the paired t-tests, independent t-tests, and one-way analysis of variance.
Results:
Practical skills scores improved significantly from 2.1 ± 1.8 to 8.3 ± 2.1 (p < .001, Cohen's dz = 4.27), and self-confidence increased from 1.6 ± 2.9 to 9.1 ± 2.3 (p < .001, Cohen's dz = 2.68). Students with higher cumulative academic averages, greater computer literacy, and stronger research interest achieved significantly higher posttest scores (p < .001), indicating that academic performance and digital competence influenced the extent of improvement.
Conclusion:
Video-based education produced large and meaningful gains in both citation proficiency and self-confidence, thereby confirming its pedagogical value in nursing education. Integrating structured multimedia training into curricula can enhance future nurses' research competence, digital fluency, and equitable learning outcomes.
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