Linda Wolf1, Pamela Rutar2, Cheryl Delgado3, Joan Niederriter4. 1. Cleveland State University, 2121 Euclid Ave. Julka Hall 238, Cleveland, OH 44115, USA. Electronic address: l.wolf78@csuohio.edu. 2. Cleveland State University, 2121 Euclid Ave. Julka Hall 238, Cleveland, OH 44115, USA. Electronic address: p.rutar@csuohio.edu. 3. Cleveland State University, 2121 Euclid Ave. Julka Hall 238, Cleveland, OH 44115, USA. Electronic address: c.delgado@csuohio.edu. 4. Cleveland State University, 2121 Euclid Ave. Julka Hall 238, Cleveland, OH 44115, USA. Electronic address: j.niederriter@csuohio.edu.
Abstract
BACKGROUND: Nursing faculty are being challenged to increase the use of technology in the classroom. Use of technology addresses multiple learning styles, increases student engagement, encourages active learning and improves students' attention. OBJECTIVES: Evaluate student satisfaction to a faculty designed multimedia teaching strategy. DESIGN: Cross sectional design with data collected over six semesters from six cohorts of nursing students. SETTING: An urban university in the Midwest United States. PARTICIPANTS: 154 sophomore generic and accelerated BSN students enrolled in Fundamentals of Nursing; Ninety-nine participants were female (66.9%) and 49 (31.8%) were male. Eighty-three percent were less than 20years to 30years in age. METHODS: A multimedia teaching strategy developed by three faculty integrating narrated case study, questioning and animation of skills and pathophysiology was implemented during the class session on infection control. At the conclusion, questionnaires were distributed to collect evaluation data. RESULTS: 120 students (77.9%) stated that the animated pathophysiology helped them understand the pathophysiological processes better than lecture alone. When combined with lecture, 121 students or 78.6% reported a better understanding of the material than if presented as lecture alone. 123 (79.9%) of the students stated that watching the animated video improved their understanding of the lecture content. As stated by one student, "I liked the visualization because it helped me further understand the material." 104 (67.5%) stated that presenting course content from multiple courses into one format facilitated the importance of these courses; "I liked that different aspect[s] of nursing were brought together." CONCLUSIONS: Use of multimedia in the classroom engages students in the learning process by actively involving students in the learning process as well as facilitating the delivery of difficult course content. Overall, students voiced a preference for all instructional materials to be presented in an animated format.
BACKGROUND: Nursing faculty are being challenged to increase the use of technology in the classroom. Use of technology addresses multiple learning styles, increases student engagement, encourages active learning and improves students' attention. OBJECTIVES: Evaluate student satisfaction to a faculty designed multimedia teaching strategy. DESIGN: Cross sectional design with data collected over six semesters from six cohorts of nursing students. SETTING: An urban university in the Midwest United States. PARTICIPANTS: 154 sophomore generic and accelerated BSN students enrolled in Fundamentals of Nursing; Ninety-nine participants were female (66.9%) and 49 (31.8%) were male. Eighty-three percent were less than 20years to 30years in age. METHODS: A multimedia teaching strategy developed by three faculty integrating narrated case study, questioning and animation of skills and pathophysiology was implemented during the class session on infection control. At the conclusion, questionnaires were distributed to collect evaluation data. RESULTS: 120 students (77.9%) stated that the animated pathophysiology helped them understand the pathophysiological processes better than lecture alone. When combined with lecture, 121 students or 78.6% reported a better understanding of the material than if presented as lecture alone. 123 (79.9%) of the students stated that watching the animated video improved their understanding of the lecture content. As stated by one student, "I liked the visualization because it helped me further understand the material." 104 (67.5%) stated that presenting course content from multiple courses into one format facilitated the importance of these courses; "I liked that different aspect[s] of nursing were brought together." CONCLUSIONS: Use of multimedia in the classroom engages students in the learning process by actively involving students in the learning process as well as facilitating the delivery of difficult course content. Overall, students voiced a preference for all instructional materials to be presented in an animated format.