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Video-Based Microlearning in Public Health Education for Undergraduate Nursing Students: A Mixed-Methods
Enrique Ramón-Arbués1, Piedad Gómez-Torres, Germán Domínguez-Vías
1Authors' Affiliations: Faculty of Health Sciences, Universidad San Jorge, Villanueva de Gállego, Spain (Dr Ramón-Arbués); SALUD-SAPIENF Research Group, University of Zaragoza, Zaragoza, Spain (Dr Ramón-Arbués and Dr Barrio-Forné); Department of Nursing, Faculty of Health Sciences of Ceuta, University of Granada, Ceuta, Spain (Dr Gómez-Torres and Dr Galarreta-Aperte); EDU-SAPIENF Research Group, University of Zaragoza, Zaragoza, Spain (Dr Gómez-Torres and Dr Anguas-Gracia); Department of Physiology, Faculty of Health Sciences of Ceuta, University of Granada, Ceuta, Spain (Dr Domínguez-Vías); Hospital Clínico Universitario Lozano Blesa, Zaragoza, Spain (Dr Barrio-Forné); Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, Zaragoza, Spain (Dr Anguas-Gracia); and Research Group Safety and Care (GIISA0021), Institute of Research of Aragón, University Clinical Hospital Lozano Blesa, Zaragoza, Spain (Dr Anguas-Gracia).
Video-based microlearning in public health education enhances student understanding and revision. Students found these optional videos valuable for exam preparation and flexible learning, though more practice and context are suggested.
Area of Science:
- Public Health Education
- Nursing Education
- Educational Technology
Background:
- Limited evidence exists for video-based microlearning in public health education.
- Video microlearning offers potential for flexible learning in content-heavy nursing courses.
Purpose of the Study:
- To evaluate student perceptions and satisfaction with video-based microlearning.
- To assess aggregate engagement metrics for microlearning videos in undergraduate public health.
- To explore the utility of microlearning in public health nursing education.
Main Methods:
- Mixed-methods cross-sectional study in an undergraduate public health course.
- Fifteen optional video microlearning resources were provided.
- Engagement analyzed via YouTube Studio analytics; perceptions gathered from 45 students via surveys and open-ended responses.
Main Results:
- Videos received 883 views and 45.68 hours of watch time, with 57.25% mean viewed.
- Students positively rated educational value, exam preparation support, and flexibility.
- Qualitative feedback highlighted reinforcement of understanding but suggested more practice and clearer contextualization.
Conclusions:
- Video-based microlearning is perceived as a beneficial supplementary resource in public health nursing.
- Effectiveness is enhanced when microlearning aligns with course activities and active learning.
- Further refinement could improve the integration and impact of microlearning resources.
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