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Lee and Shin: Effects of Self-directed Feedback Practice using Smartphone Videos on Basic Nursing Skills, Confidence in Performance and Learning Satisfaction
Original Article

Journal of Korean Academy of Nursing 2016; 46(2): 283-292.

Published online: 29 April 2016

DOI: https://doi.org/10.4040/jkan.2016.46.2.283

Effects of Self-directed Feedback Practice using Smartphone Videos on Basic Nursing Skills, Confidence in Performance and Learning Satisfaction

Seul Gi Lee, Yun Hee Shin

1Department of Nursing, Yonsei University Wonju College of Medicine, Wonju, Korea.

Address reprint requests to: Shin, Yun Hee. Department of Nursing, Yonsei University Wonju College of Medicine, 20 Ilsan-ro, Wonju 26426, Korea. Tel: +82-33-741-0387, Fax: +82-33-743-9490, yhshin@yonsei.ac.kr

Received 13 October 2015       Revised 27 October 2015       Accepted 23 December 2015

© 2016 Korean Society of Nursing Science

(open-access):

This is an Open Access article distributed under the terms of the Creative Commons Attribution NoDerivs License. (http://creativecommons.org/licenses/by-nd/4.0/) If the original work is properly cited and retained without any modification or reproduction, it can be used and re-distributed in any format and medium.

Abstract

Purpose

This study was done to verify effects of a self-directed feedback practice using smartphone videos on nursing students' basic nursing skills, confidence in performance and learning satisfaction.

Methods

In this study an experimental study with a post-test only control group design was used. Twenty-nine students were assigned to the experimental group and 29 to the control group. Experimental treatment was exchanging feedback on deficiencies through smartphone recorded videos of nursing practice process taken by peers during self-directed practice.

Results

Basic nursing skills scores were higher for all items in the experimental group compared to the control group, and differences were statistically significant ["Measuring vital signs" (t=-2.10, p=.039); "Wearing protective equipment when entering and exiting the quarantine room and the management of waste materials" (t=-4.74, p<.001) "Gavage tube feeding" (t=-2.70, p=.009)]. Confidence in performance was higher in the experimental group compared to the control group, but the differences were not statistically significant. However, after the complete practice, there was a statistically significant difference in overall performance confidence (t=-3.07. p=.003). Learning satisfaction was higher in the experimental group compared to the control group, but the difference was not statistically significant (t=-1.67, p=.100).

Conclusion

Results of this study indicate that self-directed feedback practice using smartphone videos can improve basic nursing skills. The significance is that it can help nursing students gain confidence in their nursing skills for the future through improvement of basic nursing skills and performance of quality care, thus providing patients with safer care.

Keywords: Smartphone, Feedback, Nursing, Skills, Satisfaction

Figures and Tables

Figure 1

Exp.=Experimental group; Cont.=Control group; Item 1=Measuring vital sign; Item 2=Wearing protective equipment when entering and exiting the quarantine room and the management of waste materials; Item 3=Gavage tube feeding.

jkan-46-283-g001
Table 1

Study Design

jkan-46-283-i001

Exp.=Experimental group; Cont.=Control group; X1=Self-directed feedback practice using smartphone videos; X2=Self-directed practice; E 1=Basic nursing skills and confidence in performance of 'Measuring vital sign' after self-directed feedback practice using smartphone videos; C1=Basic nursing skills and confidence in performance of 'Measuring vital sign' after self-directed practice; E2=Basic nursing skills and confidence in performance of 'Wearing protective equipment when entering and exiting the quarantine room and the management of waste materials' after self-directed feedback practice using smartphone videos; C2=Basic nursing skills and confidence in performance of 'Wearing protective equipment when entering and exiting the quarantine room and the management of waste materials' after self-directed practice; E3=Basic nursing skills and confidence in performance of 'Gavage tube feeding' after self-directed feedback practice using smartphone videos; C3=Basic nursing skills and confidence in performance of 'Gavage tube feeding' after self-directed practice; E4=Overall confidence in performance and learning satisfaction after self-directed feedback practice using smartphone videos; C4=Overall confidence in performance and learning satisfaction after self-directed practice

Table 2

Homogeneity between the Experimental and Control Group (N=58)

jkan-46-283-i002

*Fisher's exact test; Exp.=Experimental group; Cont.=Control group.

Table 3

Comparisons between the Experimental and Control Group (N=58)

jkan-46-283-i003

*Measuring vital sign; †Wearing protective equipment when entering and exiting the quarantine room and the management of waste materials; ‡Gavage tube feeding; Exp.=Experimental group; Cont.=Control group.

Notes

This manuscript is a condensed form of the first author's master's thesis from Yonsei University.

CONFLICTS OF INTEREST The authors declared no conflict of interest.

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