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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).
Background:
Video-based microlearning may support flexible learning in content-heavy nursing courses, but evidence in public health education remains limited.
Purpose:
To examine students' perceptions and satisfaction, together with aggregate engagement indicators, regarding a video-based microlearning strategy in an undergraduate public health course.
Methods:
A mixed-methods cross-sectional study was conducted in an undergraduate public health course. Fifteen short videos were released as optional complementary resources. Engagement was described using aggregate YouTube Studio analytics, and perceptions were assessed among 45 students who completed an end-of-course educational evaluation using the Questionnaire on Satisfaction with Teaching Innovation, 7 additional items, and open-ended responses.
Results:
The videos generated 883 views, 45.68 hours of watch time, and a mean percentage viewed of 57.25%. Respondents rated educational value, exam preparation support, and flexibility positively. Qualitative themes indicated that videos reinforced understanding and revision but should include more practice and clearer contextualization.
Conclusions:
Video-based microlearning was perceived by respondents as a useful complementary resource in public health nursing education, particularly when aligned with course activities and active-learning tasks.
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