Development of an Instructional Video for Self-Directed Learning on Systematic Physical Examination on Nursing Students’ Practice Skills and Satisfaction


  • Sivaporn Aungwattana Faculty of Nursing, Chiang Mai University
  • Sukritta Jaichomcheun Faculty of Nursing, Chiang Mai University
  • Wilawan Tuanrat Faculty of Nursing, Chiang Mai University


Self-Directed Learning, Systematic physical examination, Nursing students, Instructional video


Encouraging self-learning is an essential aspect of teaching and learning in the current situation that provides nursing students with the skills to perform an efficient physical examination system. This developmental research aimed to develop an instructional video for self-directed learning on practical systemic physical examination and to study the effect of an instructional video on practical skills and satisfaction of nursing students. The development consisted of five stages: Planning, Preparation, Production, Editing, and Evaluation. The subjects, recruited by cluster sampling, consisted of 66 second-year nursing majors in the academic year 2021. The research instruments included an expert opinion questionnaire towards the instructional video, a health assessment form from head to toe, and a Satisfaction Questionnaire for students towards the instructional video. The instruments were tested for validity and reliability, and data were analyzed using descriptive statistics.

            The developed instructional video consisted of content about the history of taking the general physical examination and psychosocial assessment; physical examination of the head, eyes, ears, throat, and nose; physical examination of the respiratory system; physical examination of the cardiovascular system; physical examination of the gastrointestinal tract, kidneys, and urinary tract; and physical examination of the nervous system and skeletal muscles. Each story is approximately 10 minutes in length.

            Results: 1) The experts were in the highest agreement on the instructional video ( = 4.56, SD = 0.75); 2) The efficiency of the instructional video (E1/E2) was at 82.85/84.81, which is not less than 2.5% of the benchmark set at 85/85, indicating that the instructional video was adequate; 3) The students' practical skills scores, after learning from the instructional video, were excellent ( = 88.17, SD = 6.13); and 4) The subjects displayed high overall satisfaction with the instructional video ( = 4.41, SD = 0.03). The findings showed that the instructional video for self-directed learning on physical examination resulted in nursing students' practical skills and satisfaction in using it. Therefore, teachers and interested people can use it to promote self-learning on physical examination for students, nurses, and health personnel.


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Research Article