ผลของการใช้สื่อวีดิทัศน์แบบมีปฏิสัมพันธ์ เรื่องการทำคลอดต่อความรู้ ความมั่นใจ ทักษะปฏิบัติการทำคลอด และความพึงพอใจต่อสื่อวีดิทัศน์ของนักศึกษาพยาบาลศาสตรบัณฑิต

Manee  Nakanakupt; Pilaiwan  Jaichaun

Authors

Manee Nakanakupt Faculty of Nursing Chulabhorn Royal Academy
Pilaiwan Jaichaun

Keywords:

interactive video, knowledge, confdence, delivery practice skills, satisfaction, nursing students

Abstract

Objective: To examine the signifcant impact that an interactive delivery-demonstration video could have on undergraduate nursing students’ knowledge, confdence, delivery practice skills, and satisfaction with the video itself
Design: Two-group quasi-experimental research with a pre-test and a post-test
Methodology: The participants were 46 fourth-year nursing students taking a delivery practicum course from November to December 2020. The participants were equally assigned to a control group and an experimental group. Both groups received standard delivery instruction with delivery-demonstration video. Whereas the demonstration video for the control group was non-interactive, the video for the experimental group was interactive. The tools used in collecting data were 1) a personal record form; 2) a delivery knowledge test; 3) a delivery confdence scale; 4) a skill assessment form for delivery practice with a dummy; and 5) a video media satisfaction questionnaire. The data were analysed using frequency, percentage, mean, standard deviation, and t-test.
Results: The experimental group’s mean post-test scores on delivery knowledge and confdence were signifcantly higher than its pre-test scores, at .01. The experimental group’s overall mean was also signifcantly higher than the control group’s, at .01. Finally, the experimental group achieved a signifcantly higher mean score than the control group did on delivery practice skills, at .05. On the other hand, no signifcant differences were found between the two groups’ mean scores on delivery confdence and satisfaction with the video media.
Recommendations: It is recommended that an interactive delivery-demonstration video be considered as a supplementary instructional material to enhance nursing students’knowledge and skills in conducting delivery.

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