Evaluation of Midwifery Student's Attitude, Performance and Satisfaction from teaching clinical skills with the Video in Hamedan School of Nursing and Midwifery (2019)

1. Duncan I, Yarwood-Ross  L, Haigh  C..YouTube as a source of clinical skills education. Nurse Eduction. .2013; 33 (12): 1576–1580 2. Arguel  ., Jamet  E. Using video and static pictures to improve learning of procedural contents.Comput. Hum. Behav.2008; 25 (2):354–359. 3. Johnson  N, List-Ivankovic  J, Eboh  W, Ireland  ., Adams  D, Mowatt  E, Martindale  S. Research and evidence based practice: Using a blended approach to teaching and learning in undergraduate nurse education. Nurse Educ. Pract.2010; 10 (1): 43–47.  4. Kelly  M., Lyng  C., McGrath  M., Cannon  G. A multi-method study to determine the effectiveness of, and student attitudes to, online instructional videos for teaching clinical nursing skills. Nurse Educ. 2009; 29 (3): 292–300 5.Hansen  M.M.  Are nursing students' clinical skills competency and self-confidence levels improved via video iPods? A randomized controlled pilot study. J. Nurs. Educ. Pract.2011; 1 (1): 32–41. 6. Koeniger-Donohue  R. Handheld computers in nursing education: A PDA pilot project. J. Nurs Educ.2008; 47 (2): 74–77. 7. Forbes H, Oprescu FI, Downer T, Phillips NM, McTier L, Lord B, Barr N, Alla K, Bright P, Dayton J, Simbag V. Use of videos to support teaching and learning of clinical skills in nursing education: A review. Nurs. Educ . 2016 ;1(42):53-6. 8. Hibbert  E.J, Lambert  T, Carter  J.N, Learoyd  D.L, Twigg S, Clarke  S. A randomized controlled pilot trial comparing the impact of access to clinical endocrinology video demonstrations with access to usual revision resources on medical student performance of clinical endocrinology skills. BMC Med. Educ.2013; 13 (1): 135. 9. Cardoso  A, Moreli  L, Braga  F.T, Vasques  C.I, Santos  C.B, Carvalho  E.C. Effect of a video on developing skills in undergraduate nursing students for the management of totally implantable central venous access ports. Nurse Educ. 2012; 32 (6): 709–713. 10. Holland  A, Smith  F, McCrossan  G, Adamson  E, Watt  S, Penny  K. Online video in clinical skills education of oral medication administration for undergraduate student nurses: a mixed methods, prospective cohort study. Nurse Educ. 2013; 33 (6): 663–670. 11..Lynch  K., Barr  N., Oprescu  F. Learning paramedic science skills from a first person point of view.Electron. J e-Learn.2012; 10 (4): 396–406 12.Chan Y.M. Video instructions as support for beyond classroom learning.Procedia Soc. Behav. Sci.2010; 9: 1313–1318. 13. Höffler  T.N., Leutner  D. Instructional animation versus static pictures: A meta-analysis. Learn. Instr. 2007;17 (6): 722–738. 14.  Mayer  R.E, Hegarty  M., Mayer S, Campbell J. When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction. J. Exp. Psychol. Appl.2005; 11 (4): 256–265. 15. Homer  B.D., Plass  J.L., Blake  L.. The effects of video on cognitive load and social presence in multimedia-learning.Comput. Hum. Behav.2008; 24 (3): 786–797. 16. Wong  A, Marcus  N, Ayres  P, Smith  L, Cooper  G.A, Paas  ., Sweller  J. Instructional animations can be superior to statics when learning human motor skills. Comput. Hum. Behav.2009; 25 (2): 339–347. 17. Alfes M. Setting the stage for clinical simulation: developing an introductory video. Clin.Simul.Nurs.2008;4 (3(:65–67. 18. Lowe  R.K. Animation and learning: Selective processing of information in dynamic graphics. Learn. Instr.2003; 13 (2):157–176. 19. Lee  J.C., Boyd  R., Stuart P. Randomized controlled trial of an instructional DVD for clinical skills teaching.Emerg. Med. Australas.2007; 19 (3): 241–245. 20. Karimi-Moneghi H ,Drakhshan A, Valaei N, Mortazavi F. The effect of video-based instruction versus demonstration on learning of clinical skills . J Gorgan Univ Med Sci. 2003; 5 (2) :77-82 21. Nourozi H M, Rokhi F, Karimi Moonaghi H. Comparison of Video-Based Instruction and Instructor Demonstration on Learning of Practical Skills in Nursing Students . Iranian Journal of Medical Education. 2013; 13 (7) :571-576 22. Khatooni M, Alimoradi Z, Samiei-Seiboni F, Shafiei Z, Atashi V. The impact of an educational software designed about fundamental of nursing skills on nursing students' learning of practical skills. Journal of Clinical Nursing and Midwifery. 2014; 3 (1) :9-16 23. Kumar A, Nestel D, East skills. Journal of Clinical Nursing and Midwifery. 2014; 3 (1) :9-16. 24. Goktuna G, Ayik C. A Study on the Satisfaction of Students for the Time Spent Watching Video-based Learning during their Basic Nursing Skills' Training. Int J Caring Sci. 2018; 11(1):427-3 25. Salina L, Ruffinengo C, Garrino L, Massariello P, Charrier L, Martin B, Favale MS, Dimonte V. Effectiveness of an educational video as an instrument to refresh and reinforce the learning of a nursing technique: a randomized controlled trial. Perspect Med Educ. 2012; 1(2):67-75. 26. Goli-Roshan S, Aziznejad-Roshan P, khafri S, Gholizadah-Gardrodbary M. The Effect of Training Based on Educational Needs on Clinical Learning of Undergraduate Nursing Students. Rme. 2017; 9 (2):12-3 Evaluation of Midwifery Student's Attitude, Performance and Satisfaction from teaching clinical skills with the Video in Hamedan School of Nursing and Midwifery (2019) Arezoo Shayan1, Mahtab Sattari1, Farideh Kazemi1, Mansoureh Refaei1, Seyedeh Zahra Masoumi1, Farzaneh Soltani1, Soodabeh Aghababaei 1, Batul Khodakarami1, Parisa Parsa1 1. Department of Midwifery, School of Nursing and Midwifery, Mader and Child Care Research Center, Hamadan University of Medical Sciences, Hamadan. Iran. Abstract Background and Objectives: Teachers use different teaching strategies to achieve their goals. Teaching different topics and skills requires the use of different methods and techniques. The aim of this study was to evaluate the attitude, performance and satisfaction of midwifery students in teaching clinical skills with the help of video. Materials and Methods: The present study is a quasi-experimental before and after with a group that was performed on all midwifery students (20 people) admitted to Hamadan University of Medical Sciences in 1398. The data collection tool was a questionnaire and a checklist for evaluating demographic information and measuring the researcher's attitude, satisfaction and performance. In each session, first the procedure was performed with the teacher's explanations and performed on the model, then the students' attitude, satisfaction and performance were measured by this method, then the same procedure was performed with an educational video for the students and all cases were re-examined. Stata-13 software was used for data analysis and Shapirovilk tests, central and dispersion indices, Mann-Whitney and independent t-test were used for analysis. Results: In all procedures, the total score of the student's attitude after the intervention was higher than before the intervention and the attitude score was significant in the injected and preoperative delivery procedures (p = 0.005 and p = 0.04, respectively). Student satisfaction score was also higher in all procedures after the intervention. This difference was significant in catheterization procedures, oxygen therapy, injections and prep and delivery deliveries. The mean of the total satisfaction score was also significantly higher after the intervention (p = 0.01). In all procedures except oxygen therapy, the student's performance score after the intervention was significantly higher. The mean total score of performance after the intervention increased significantly (p <0.001). Conclusion: Educational videos can have a positive effect on students' performance, attitude and satisfaction in teaching medical procedures. Therefore, the correct use of video resources may be able to improve the quantity and quality of teaching.