Clinical versus Video-Assisted Teaching Method on Nursing Students' Achievement Regarding Cranial Nerve Assessment

Abstract

Background: Cranial nerve testing represents an essential part of neurological examination; it helps to identify neurological conditions and is useful for indicating any abnormal neurological disease processes. Therefore, the aim of the study was to evaluate the effects of clinical versus video-assisted teaching methods on nursing students' achievement regarding cranial nerve assessment. Subjects and Method: A quasi-experimental research design has been utilized and conducted on 2 nd level B.Sc. Nursing students at Damietta University. A convenient sample was used in this study, comprised of 70 students, and was classified into two equal groups. Group I used the video-assisted teaching method, and Group II used the clinical teaching method. Two tools have been used in this research: tool I, the structured interviewing questionnaire, which consists of two sections: section 1 to assess demographic data and section II to assess students' knowledge regarding cranial nerve assessment. Tool II, a rubric for cranial nerve assessment, to assess students' competency level during cranial nerve assessment. Results indicated that there was a change in the students' knowledge and competency levels between the pretest and posttest in Group I, which used the video-assisted teaching method; also, a difference was observed between the pretest and posttest in Group II, which used the clinical teaching method. Conclusion: Both clinical and video-assisted teaching methods were effective in improving nursing students' achievement regarding cranial nerve assessment. But the clinical method was slightly more effective than the video-assisted teaching method in improving competency level. Recommendation, Clinical and videoassisted teaching methods are recommended to use for improving students' knowledge and competency level regarding cranial nerve assessment.