Jina Oh1, Lorraine Steefel2. 1. Department of Nursing, Institute of Health Science, Inje University, Busan, South Korea. Electronic address: ohjina@inje.ac.kr. 2. Rutgers University Correctional Health Care, Trenton, NJ, USA. Electronic address: lsteefel@gmail.com.
Abstract
BACKGROUND: Use of film in the classroom (cinenurducation) promotes nursing students' motivation and understanding of concepts about child growth and development; however, consensus has not been reached regarding students' preferred strategies and what they view as effective. OBJECTIVE: To identify nursing students' preferences for pedagogical strategies surrounding film use in a Child Growth and Development course. DESIGN: A mixed methods study encompassing a concurrent triangulation strategy was undertaken. SETTINGS AND PARTICIPANTS: Eighty-three students attending the first year nursing class in the fall semester 2012 at a private University in South Korea participated. METHODS: Films or film clips were shown either before or after pedagogical strategies including lecture, presentation, personal essay, group report, or group discussion, followed by a questionnaire to assess student preferences and their opinions on the impact of strategies on motivation and learning. A focus group with 10 participants provided their opinions. RESULTS: Although the preference for the time when films were watched showed no significant difference (t=.388, p=.699), participants preferred the following pedagogical methods: watching films with a group, saying this was more effective compared to watching films alone (t=5.488, p<.001); full movie over film clips (t=2.869, p=.005); and personal essay over group report (t=2.755, p=.007). Focus group participants also stated that it was more effective to watch the entire movie rather than film clips with the group, and preferred personal essays to group reports. CONCLUSIONS: Use of nursing students' preferred learning strategies surrounding cinenurducation helped them gain conceptual knowledge in a Child Growth and Development course.
BACKGROUND: Use of film in the classroom (cinenurducation) promotes nursing students' motivation and understanding of concepts about child growth and development; however, consensus has not been reached regarding students' preferred strategies and what they view as effective. OBJECTIVE: To identify nursing students' preferences for pedagogical strategies surrounding film use in a Child Growth and Development course. DESIGN: A mixed methods study encompassing a concurrent triangulation strategy was undertaken. SETTINGS AND PARTICIPANTS: Eighty-three students attending the first year nursing class in the fall semester 2012 at a private University in South Korea participated. METHODS: Films or film clips were shown either before or after pedagogical strategies including lecture, presentation, personal essay, group report, or group discussion, followed by a questionnaire to assess student preferences and their opinions on the impact of strategies on motivation and learning. A focus group with 10 participants provided their opinions. RESULTS: Although the preference for the time when films were watched showed no significant difference (t=.388, p=.699), participants preferred the following pedagogical methods: watching films with a group, saying this was more effective compared to watching films alone (t=5.488, p<.001); full movie over film clips (t=2.869, p=.005); and personal essay over group report (t=2.755, p=.007). Focus group participants also stated that it was more effective to watch the entire movie rather than film clips with the group, and preferred personal essays to group reports. CONCLUSIONS: Use of nursing students' preferred learning strategies surrounding cinenurducation helped them gain conceptual knowledge in a Child Growth and Development course.