Seul Gi Lee; Yun Hee Shin

doi:10.4040/jkan.2016.46.2.283

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Original Article
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; Journal of Korean Academy of Nursing 2016;46(2):283-292.
DOI: https://doi.org/10.4040/jkan.2016.46.2.283
Published online: April 29, 2016

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: October 13, 2015 • Revised: October 27, 2015 • Accepted: December 23, 2015

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.

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Abstract
NOTES
REFERENCES

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

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

The authors declared no conflict of interest.

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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.

Table 1

Study Design

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)

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

Table 3

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

^*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.

Figure & Data

REFERENCES

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

J Korean Acad Nurs. 2016;46(2):283-292. Published online April 29, 2016

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

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

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.

Figure 1

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

Table 1

Study Design

Table 2

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

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

Table 3

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

Table 1 Study Design

Table 2 Homogeneity between the Experimental and Control Group (N=58)

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

Table 3 Comparisons between the Experimental and Control Group (N=58)