The Impact on Nursing Students of Creating Audiovisual Material through Digital Storytelling as a Teaching Method

The creation of videos in teaching has a high educational potential and is a challenge that can motivate students. There is little evidence on the use of this method when applied to the creation of digital stories. Thus, the aim of this study was to measure student satisfaction with the creation of audiovisual material through digital storytelling, measure its usefulness, and evaluate its impact on their motivation to study the subject. As a secondary objective, we intended to determine the influence of this learning experience on raising awareness of society toward mental illnesses by measuring the impact by the number of views on social networks. A cross-sectional descriptive study design was used. The participants were 90 third-year nursing students enrolled in the subject “Psychiatric Nursing”. The students created eight themed videos (depression, suicide, anxiety, anorexia, mobile phone addiction, obsessive-compulsive disorder, drug addiction, schizophrenia). The students were then asked to complete an ad hoc questionnaire on the matter. A total of 90% of the nursing students thought that creating the videos improved the acquisition of nursing knowledge, 91.2% replied that they would like to use the method in other subjects on the degree in nursing syllabus, and 67.8% thought that their clinical skills improved after using narrated digital stories to create videos. Students acknowledged that this training activity helped them feel better prepared and helped them better understand the subject. They believe that this teaching technique is more stimulating and more enjoyable than the conventional system, giving them more motivation to study the subject. Students acknowledge that the experience gained from this initiative has helped them feel better prepared and helped them better understand the subject, and they think that it will be a useful resource in the future as it has improved the process of the creation of audiovisual material through digital storytelling. Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Julián Rodríguez-Almagro [verfasserIn] María del Carmen Prado-Laguna [verfasserIn] Antonio Hernández-Martínez [verfasserIn] Adrián Monzón-Ferrer [verfasserIn] Juan Carlos Muñoz-Camargo [verfasserIn] Mairena Martín-Lopez [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2021

Schlagwörter:	video teaching nursing students students teaching university digital storytelling

Übergeordnetes Werk:	In: International Journal of Environmental Research and Public Health - MDPI AG, 2005, 18(2021), 694, p 694
Übergeordnetes Werk:	volume:18 ; year:2021 ; number:694, p 694

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc Journal toc

DOI / URN:	10.3390/ijerph18020694

Katalog-ID:	DOAJ055776213

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allfields	10.3390/ijerph18020694 doi (DE-627)DOAJ055776213 (DE-599)DOAJ5d9068099a034f5faa3f4520136f1bcd DE-627 ger DE-627 rakwb eng Julián Rodríguez-Almagro verfasserin aut The Impact on Nursing Students of Creating Audiovisual Material through Digital Storytelling as a Teaching Method 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The creation of videos in teaching has a high educational potential and is a challenge that can motivate students. There is little evidence on the use of this method when applied to the creation of digital stories. Thus, the aim of this study was to measure student satisfaction with the creation of audiovisual material through digital storytelling, measure its usefulness, and evaluate its impact on their motivation to study the subject. As a secondary objective, we intended to determine the influence of this learning experience on raising awareness of society toward mental illnesses by measuring the impact by the number of views on social networks. A cross-sectional descriptive study design was used. The participants were 90 third-year nursing students enrolled in the subject “Psychiatric Nursing”. The students created eight themed videos (depression, suicide, anxiety, anorexia, mobile phone addiction, obsessive-compulsive disorder, drug addiction, schizophrenia). The students were then asked to complete an ad hoc questionnaire on the matter. A total of 90% of the nursing students thought that creating the videos improved the acquisition of nursing knowledge, 91.2% replied that they would like to use the method in other subjects on the degree in nursing syllabus, and 67.8% thought that their clinical skills improved after using narrated digital stories to create videos. Students acknowledged that this training activity helped them feel better prepared and helped them better understand the subject. They believe that this teaching technique is more stimulating and more enjoyable than the conventional system, giving them more motivation to study the subject. Students acknowledge that the experience gained from this initiative has helped them feel better prepared and helped them better understand the subject, and they think that it will be a useful resource in the future as it has improved the process of the creation of audiovisual material through digital storytelling. video teaching nursing students students teaching university digital storytelling Medicine R María del Carmen Prado-Laguna verfasserin aut Antonio Hernández-Martínez verfasserin aut Adrián Monzón-Ferrer verfasserin aut Juan Carlos Muñoz-Camargo verfasserin aut Mairena Martín-Lopez verfasserin aut In International Journal of Environmental Research and Public Health MDPI AG, 2005 18(2021), 694, p 694 (DE-627)477992463 (DE-600)2175195-X 16604601 nnns volume:18 year:2021 number:694, p 694 https://doi.org/10.3390/ijerph18020694 kostenfrei https://doaj.org/article/5d9068099a034f5faa3f4520136f1bcd kostenfrei https://www.mdpi.com/1660-4601/18/2/694 kostenfrei https://doaj.org/toc/1661-7827 Journal toc kostenfrei https://doaj.org/toc/1660-4601 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2153 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2021 694, p 694
spelling	10.3390/ijerph18020694 doi (DE-627)DOAJ055776213 (DE-599)DOAJ5d9068099a034f5faa3f4520136f1bcd DE-627 ger DE-627 rakwb eng Julián Rodríguez-Almagro verfasserin aut The Impact on Nursing Students of Creating Audiovisual Material through Digital Storytelling as a Teaching Method 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The creation of videos in teaching has a high educational potential and is a challenge that can motivate students. There is little evidence on the use of this method when applied to the creation of digital stories. Thus, the aim of this study was to measure student satisfaction with the creation of audiovisual material through digital storytelling, measure its usefulness, and evaluate its impact on their motivation to study the subject. As a secondary objective, we intended to determine the influence of this learning experience on raising awareness of society toward mental illnesses by measuring the impact by the number of views on social networks. A cross-sectional descriptive study design was used. The participants were 90 third-year nursing students enrolled in the subject “Psychiatric Nursing”. The students created eight themed videos (depression, suicide, anxiety, anorexia, mobile phone addiction, obsessive-compulsive disorder, drug addiction, schizophrenia). The students were then asked to complete an ad hoc questionnaire on the matter. A total of 90% of the nursing students thought that creating the videos improved the acquisition of nursing knowledge, 91.2% replied that they would like to use the method in other subjects on the degree in nursing syllabus, and 67.8% thought that their clinical skills improved after using narrated digital stories to create videos. Students acknowledged that this training activity helped them feel better prepared and helped them better understand the subject. They believe that this teaching technique is more stimulating and more enjoyable than the conventional system, giving them more motivation to study the subject. Students acknowledge that the experience gained from this initiative has helped them feel better prepared and helped them better understand the subject, and they think that it will be a useful resource in the future as it has improved the process of the creation of audiovisual material through digital storytelling. video teaching nursing students students teaching university digital storytelling Medicine R María del Carmen Prado-Laguna verfasserin aut Antonio Hernández-Martínez verfasserin aut Adrián Monzón-Ferrer verfasserin aut Juan Carlos Muñoz-Camargo verfasserin aut Mairena Martín-Lopez verfasserin aut In International Journal of Environmental Research and Public Health MDPI AG, 2005 18(2021), 694, p 694 (DE-627)477992463 (DE-600)2175195-X 16604601 nnns volume:18 year:2021 number:694, p 694 https://doi.org/10.3390/ijerph18020694 kostenfrei https://doaj.org/article/5d9068099a034f5faa3f4520136f1bcd kostenfrei https://www.mdpi.com/1660-4601/18/2/694 kostenfrei https://doaj.org/toc/1661-7827 Journal toc kostenfrei https://doaj.org/toc/1660-4601 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2153 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2021 694, p 694
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title	The Impact on Nursing Students of Creating Audiovisual Material through Digital Storytelling as a Teaching Method
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title_full	The Impact on Nursing Students of Creating Audiovisual Material through Digital Storytelling as a Teaching Method
author_sort	Julián Rodríguez-Almagro
journal	International Journal of Environmental Research and Public Health
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author_browse	Julián Rodríguez-Almagro María del Carmen Prado-Laguna Antonio Hernández-Martínez Adrián Monzón-Ferrer Juan Carlos Muñoz-Camargo Mairena Martín-Lopez
container_volume	18
format_se	Elektronische Aufsätze
author-letter	Julián Rodríguez-Almagro
doi_str_mv	10.3390/ijerph18020694
author2-role	verfasserin
title_sort	impact on nursing students of creating audiovisual material through digital storytelling as a teaching method
title_auth	The Impact on Nursing Students of Creating Audiovisual Material through Digital Storytelling as a Teaching Method
abstract	The creation of videos in teaching has a high educational potential and is a challenge that can motivate students. There is little evidence on the use of this method when applied to the creation of digital stories. Thus, the aim of this study was to measure student satisfaction with the creation of audiovisual material through digital storytelling, measure its usefulness, and evaluate its impact on their motivation to study the subject. As a secondary objective, we intended to determine the influence of this learning experience on raising awareness of society toward mental illnesses by measuring the impact by the number of views on social networks. A cross-sectional descriptive study design was used. The participants were 90 third-year nursing students enrolled in the subject “Psychiatric Nursing”. The students created eight themed videos (depression, suicide, anxiety, anorexia, mobile phone addiction, obsessive-compulsive disorder, drug addiction, schizophrenia). The students were then asked to complete an ad hoc questionnaire on the matter. A total of 90% of the nursing students thought that creating the videos improved the acquisition of nursing knowledge, 91.2% replied that they would like to use the method in other subjects on the degree in nursing syllabus, and 67.8% thought that their clinical skills improved after using narrated digital stories to create videos. Students acknowledged that this training activity helped them feel better prepared and helped them better understand the subject. They believe that this teaching technique is more stimulating and more enjoyable than the conventional system, giving them more motivation to study the subject. Students acknowledge that the experience gained from this initiative has helped them feel better prepared and helped them better understand the subject, and they think that it will be a useful resource in the future as it has improved the process of the creation of audiovisual material through digital storytelling.
abstractGer	The creation of videos in teaching has a high educational potential and is a challenge that can motivate students. There is little evidence on the use of this method when applied to the creation of digital stories. Thus, the aim of this study was to measure student satisfaction with the creation of audiovisual material through digital storytelling, measure its usefulness, and evaluate its impact on their motivation to study the subject. As a secondary objective, we intended to determine the influence of this learning experience on raising awareness of society toward mental illnesses by measuring the impact by the number of views on social networks. A cross-sectional descriptive study design was used. The participants were 90 third-year nursing students enrolled in the subject “Psychiatric Nursing”. The students created eight themed videos (depression, suicide, anxiety, anorexia, mobile phone addiction, obsessive-compulsive disorder, drug addiction, schizophrenia). The students were then asked to complete an ad hoc questionnaire on the matter. A total of 90% of the nursing students thought that creating the videos improved the acquisition of nursing knowledge, 91.2% replied that they would like to use the method in other subjects on the degree in nursing syllabus, and 67.8% thought that their clinical skills improved after using narrated digital stories to create videos. Students acknowledged that this training activity helped them feel better prepared and helped them better understand the subject. They believe that this teaching technique is more stimulating and more enjoyable than the conventional system, giving them more motivation to study the subject. Students acknowledge that the experience gained from this initiative has helped them feel better prepared and helped them better understand the subject, and they think that it will be a useful resource in the future as it has improved the process of the creation of audiovisual material through digital storytelling.
abstract_unstemmed	The creation of videos in teaching has a high educational potential and is a challenge that can motivate students. There is little evidence on the use of this method when applied to the creation of digital stories. Thus, the aim of this study was to measure student satisfaction with the creation of audiovisual material through digital storytelling, measure its usefulness, and evaluate its impact on their motivation to study the subject. As a secondary objective, we intended to determine the influence of this learning experience on raising awareness of society toward mental illnesses by measuring the impact by the number of views on social networks. A cross-sectional descriptive study design was used. The participants were 90 third-year nursing students enrolled in the subject “Psychiatric Nursing”. The students created eight themed videos (depression, suicide, anxiety, anorexia, mobile phone addiction, obsessive-compulsive disorder, drug addiction, schizophrenia). The students were then asked to complete an ad hoc questionnaire on the matter. A total of 90% of the nursing students thought that creating the videos improved the acquisition of nursing knowledge, 91.2% replied that they would like to use the method in other subjects on the degree in nursing syllabus, and 67.8% thought that their clinical skills improved after using narrated digital stories to create videos. Students acknowledged that this training activity helped them feel better prepared and helped them better understand the subject. They believe that this teaching technique is more stimulating and more enjoyable than the conventional system, giving them more motivation to study the subject. Students acknowledge that the experience gained from this initiative has helped them feel better prepared and helped them better understand the subject, and they think that it will be a useful resource in the future as it has improved the process of the creation of audiovisual material through digital storytelling.
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container_issue	694, p 694
title_short	The Impact on Nursing Students of Creating Audiovisual Material through Digital Storytelling as a Teaching Method
url	https://doi.org/10.3390/ijerph18020694 https://doaj.org/article/5d9068099a034f5faa3f4520136f1bcd https://www.mdpi.com/1660-4601/18/2/694 https://doaj.org/toc/1661-7827 https://doaj.org/toc/1660-4601
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author2	María del Carmen Prado-Laguna Antonio Hernández-Martínez Adrián Monzón-Ferrer Juan Carlos Muñoz-Camargo Mairena Martín-Lopez
author2Str	María del Carmen Prado-Laguna Antonio Hernández-Martínez Adrián Monzón-Ferrer Juan Carlos Muñoz-Camargo Mairena Martín-Lopez
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up_date	2024-07-03T16:57:20.236Z
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