The Effect of Podcast Lectures on Nursing Students' Knowledge Retention and Application

Abate, Karen S.

doi:10.5480/1536-5026-34.3.182

Cited by 13 publications

(7 citation statements)

References 10 publications

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“…No study reported an improvement in pharmacological knowledge in nursing students [ 12 13 ], but one found improved knowledge related to lung assessment [ 14 ]. Most students' knowledge was evaluated by quizzes developed for the studies.…”

Section: Resultsmentioning

confidence: 99%

“…This may be attributed to concerns over medication errors in clinical practice. Using a pharmacology database through the mobile device did not increase the students' pharmacology knowledge and thus, did not seem to improve the contextual knowledge retention of students [ 12 13 ]. However, the improved efficacy of drug dosage calculations might be considered a facilitating factor for better clinical practice in the future [ 20 ].…”

Section: Discussionmentioning

confidence: 99%

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Mobile Technology in Undergraduate Nursing Education: A Systematic Review

Lee

Min

et al. 2018

Healthc Inform Res

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ObjectivesThis study aimed to identify and systematically review the literature on the use of mobile technology in nursing education. The research findings could evidence the effectiveness of mobile technology in undergraduate nursing students' learning outcomes.MethodsComputerized searches were conducted using the Ovid-MEDLINE, Ovid-EMBASE, Cochrane Library, and CINAHL databases for relevant primary studies and limited to those between 2000 and February 2018. Only randomized controlled trials (RCTs) and quasi-experimental studies published in either English or Korean were included and critically appraised using Joanna Briggs Institute tools.ResultsSeven RCTs and 7 quasi-experimental studies were identified. The mobile device and intervention applied varied throughout all the studies. Studies published earlier in the 2000s found that immediate access to clinical and pharmacological referencing information through the mobile device increased students' efficacy in clinical practice. Later studies, which were mostly conducted in Korea, reported that smartphone-based applications could promote nursing students' learning motivation and satisfaction but not their clinical skills and knowledge.ConclusionsWe still seem to be in the beginning stage of implementing mobile technology in nursing education due to the limited implication of mobile technology and inconsistent research conclusions. In the future, rigorous primary empirical studies are needed to suggest the effective use of mobile devices in nursing education.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Mobile Technology in Undergraduate Nursing Education: A Systematic Review

Lee

Min

et al. 2018

Healthc Inform Res

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“…One strategy, mobile learning (m-learning) such as podcasts, is an effective and flexible educational format that is grounded in "pedagogically sound characteristics to ensure effective implementation and learning" in nursing education. [30] Intentional supplemental podcasting of genetics/genomic content could potentially enhance the retention and application of this content. However, development and production of the podcast itself is a time-consuming endeavor.…”

Section: Discussionmentioning

confidence: 99%

Perceived genetic knowledge among pre-licensure undergraduate nursing students

Sharoff

2016

JNEP

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Objective: This study assessed the perceived retention of genetic knowledge of pre-licensure undergraduate nursing students who received a stand-alone genetics course. Methods: Design: Two analyses of total score were of interest: 1) Assessment of retention of knowledge of education group at sophomore level [n = 62; 2013], junior level [n = 60; 2014] and senior level [n = 42; in 2015] and 2) Comparison of the education group [n = 62] to a control group who learned genetic content that was woven into their clinical courses [n = 74]. Methods: Data were analysed using analysis of variance (ANOVA), as the total scores were approximately normally distributed. p-values less than or equal to alpha = 0.05 were considered statistically significant. Some subjects in the assessment of retention knowledge over time remain the same. Results: The education group had a statistically significantly higher total score than the control group: mean ± standard deviation = 70.1 ± 13.8 vs. 54.2 ± 19.6, respectively for education and control groups; p-value < .001. Although education clearly had an impact on total score, the perceived knowledge was not retained over the years: average total scores of 70.1 in 2013 to 67.2 in 2014 and 61.6 in 2015; p-value = .006. Conclusions: Education has a significant effect on perceived knowledge, yet maintaining that knowledge base requires reiteration of the content through-out the curriculum. Clinical Relevance: Nurse educators' need to be able to integrate genetic/genomic competencies into nursing curricula and reinforce the content to ensure nursing students are able to retain and utilize this knowledge when in practice.

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“…On the contrary, traditional learning techniques consider the teacher as the center of scientific knowledge, limiting the amount of knowledge acquired and retained. Abate 7 conducted research to demonstrate the retention of knowledge among students subjected to mobile learning, with nursing students as the primary participants. The study confirmed that the podcast lecture group recorded higher scores than students who used traditional learning methods.…”

Section: Introductionmentioning

confidence: 99%

Comparing Knowledge Acquisition and Retention Between Mobile Learning and Traditional Learning in Teaching Respiratory Therapy Students: A Randomized Control Trial

Alhamad¹,

Agha²

2023

AMEP

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Purpose Mobile learning (m-learning) is one of the trends in health professions’ education. It has a promising future in education, but it also presents various challenges and risks. This research seeks to highlight some of the greatest accomplishments, opportunities, and issues related to m-Learning in teaching and learning. We believe the findings help us maximize the positive effects of m-Learning while minimizing any potential drawbacks associated with the technological changes taking place in education. The study aimed to compare respiratory therapy students’ knowledge acquisition and retention between using m-learning and traditional learning. Participants and Methods Randomized pre-test, post-test, control group design was used. All 3rd year (N = 46) respiratory therapy students in one governmental university in Saudi Arabia were randomly assigned to either intervention or control group. Both groups took the same content of arterial blood gas lecture for 2 hours. The intervention group took the lecture using m-learning; two mobile apps: (1) ABG Book, (2) Arterial Blood Gas (Lite). The traditional learning (lecture-based learning) was used for the control group. The same test was conducted before, immediately after, and two weeks after the lecture. The duration of the test was 30 minutes. The data were analyzed using independent t -test and repeated measured ANOVA using p < 0.05. IRB Approval was obtained. Results Forty-five students participated. Although no statistically significant difference was found on knowledge acquisition and retention between the two types of learning (p = 0.305, p = 0.904, respectively), it was found among the three time-points within each group (p < 0.001). Conclusion Both m-learning and traditional learning are effective in increasing knowledge acquisition and retention. However, no one is better than the other. Further researches were needed with larger sample size through multi-institutional studies to validate the results of this study.

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The Effect of Podcast Lectures on Nursing Students' Knowledge Retention and Application

Abstract: Nurse educators should be aware of this finding when seeking to employ podcast lectures in nursing education.

Cited by 13 publications

References 10 publications

Mobile Technology in Undergraduate Nursing Education: A Systematic Review

Mobile Technology in Undergraduate Nursing Education: A Systematic Review

Perceived genetic knowledge among pre-licensure undergraduate nursing students

Comparing Knowledge Acquisition and Retention Between Mobile Learning and Traditional Learning in Teaching Respiratory Therapy Students: A Randomized Control Trial

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