Effectiveness of an educational video as an instrument to refresh and reinforce the learning of a nursing technique: a randomized controlled trial

The Undergraduate Nursing Course has been using videos for the past year or so. Videos are used for many different purposes such as during lessons, nurse refresher courses, reinforcement, and sharing and comparison of knowledge with the professional and scientific community. The purpose of this study was to estimate the efficacy of the video (moving an uncooperative patient from the supine to the lateral position) as an instrument to refresh and reinforce nursing techniques. A two-arm randomized controlled trial (RCT) design was chosen: both groups attended lessons in the classroom as well as in the laboratory; a month later while one group received written information as a refresher, the other group watched the video. Both groups were evaluated in a blinded fashion. A total of 223 students agreed to take part in the study. The difference observed between those who had seen the video and those who had read up on the technique turned out to be an average of 6.19 points in favour of the first (P < 0.05). The results of the RCT demonstrated that students who had seen the video were better able to apply the technique, resulting in a better performance. The video, therefore, represents an important tool to refresh and reinforce previous learning

L’abilità di Decision Making dello studente infermiere e la soddisfazione degli utenti: l’esperienza del Corso di Laurea in Infermieristica di Torino

Introduction. The objectives of a clinic stage were to measure the ability of Decision Making in the 3rd year students before and after stage, where structured educational and tutorial strategies were adopted and to evaluate the level of satisfaction perceived by hospitalized patients. Materials and methods. The study presented is quasi-experimental pre-post. The sample consisted of 14 students of the 3rd year who were asked to produce six clinical cases, for a total of 84 planning assistance both before and after the clinical stage. During the stage clinical case discussions led by the tutor, briefing and debriefing sessions once a week were conducted and the nursing care has been delivered on care plans constructed by the students. The assessment of the degree of user satisfaction was performed using the Newcastle Satisfaction with Nursing Scales questionnaire, administered both during the internship of students, that in a later date. Results. Students have shown an increase from 19% to 69% in the ability to recognize the priority issues in the post-test as well as relevant interventions, which have grown from 24 to 33%. The related factors and defining characteristics are improved at the limit of statistical significance. Patients were fully satisfied by the students support they received during the clinic stage, but also by the standard care delivered during their absence. Conclusions. The educational and tutorial strategies experienced seem to be significantly related to the ability of Decision Making. The place of training for nursing students has proven to be an effective model of care