Flipping the Classroom: Incorporating Video Production in Public Health Nursing Education

Abstract

A video production activity utilizing a flipped-classroom approach was used in a public health nursing course to educate undergraduate nursing students about infectious diseases. After reviewing an audio-recorded lecture at home, students were divided into small groups to create short video clips on selected infectious diseases. Four themes emerged from the subsequent participant survey: engagement, in-depth understanding but concerns for new knowledge acquisition, practical, and room for improvement. The flipped classroom approach with video production encouraged students to engage in their public health nursing class and provided them with an opportunity to practice important communication skills.

Application Progress of Teaching in the Form of Traffic Short Videos in Nursing Education

“…A Korean study [34] found that students who watched a video of their own catheterization insertion and self-assessed it had higher communication (P < 0.01) and career competence (P < 0.01) compared to a control group of students who received only a bibliographic assessment guide. Grouping students to learn about infectious diseases using a "flipped classroom + short video" method can significantly improve students' communication and teamwork skills [35] . Surintorn et al [36] conducted a quasi-experimental study using a pretest-post-test design with 126 nurses in Thailand, in which nurses watched an online smoking cessation video.…”

Creating a quadruple aim model for nursing education

“…TeamSTEPPS emphasizes training on communication and teamwork skills which can impact each of the aims for improving population health outcomes. Other teaching-learning strategies identified in the literature and on the Association of Community Health Nursing Educators (ACHNE)website include digital stories (LeBlanc, 2017), poster presentations(Rohlik & Krumwiede, 2020), case studies, and e-Learning modules(Eardley et al, 2018), video production(Kwon et al, 2021), role play, simulations(Aslan, 2020), videos, games, clickers, debates, photo journals, tabletop exercises, book discussions, and service-learning experiences (Association of Community Health Nursing Educators, 2022). [Correction added on 21 February 2023, after first online publication: In the preceding sentence, '(Association of Community Health Nursing Education, 2022)' has been corrected to '(Association of Community Health Nursing Educators, 2022)' in this version.]…”