The effect of digital storytelling on nursing students' compliance with isolation precautions and their knowledge levels: A randomized controlled trial

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computer Assisted Learning Pub Date : 2024-10-01 DOI:10.1111/jcal.13062

Sule Bıyık Bayram, Emel Gülnar, Nurcan Caliskan, Çiğdem Torun Kılıç

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Abstract

Background

Digital storytelling is a teaching tool that can help nursing students master the curriculum and improve their skills. This study investigated the effect of digital storytelling on nursing students' knowledge levels and compliance with isolation precautions.

Methodology

A pretest-posttest open-label randomized controlled trial. This study was conducted in the nursing department of the faculty of health sciences of a university in Türkiye. The sample consisted of 109 fourth-year nursing students divided into experimental (n = 66) and control (n = 43) groups. Data were collected using a Demographic Characteristics Questionnaire (DCQ), the Isolation Knowledge Test (IKT), the Questionnaire of Students' Opinions on Digital Storytelling (QSODS) and the Scale of Compliance with Isolation Precautions (SCIP). The experimental group participated a digital storytelling activity, whilst the control group received an education based on the curriculum. The data were analysed using the Mann–Whitney U test, the Wilcoxon test, analysis of variance (ANOVA), and the Spearman correlation test.

Results and Conclusions

The experimental group had significantly higher posttest IKT and SCIP scores than the control group (p < 0.05). Both groups had lower IKT and SCIP scores 2 months after the experiment. However, the change was much smaller in the experimental group. Digital storytelling helped the experimental group participants learn about isolation precautions and how to comply with them. Digital storytelling also promotes learning retention. In conclusion, digital tools are effective in distance learning.

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数字故事对护理专业学生遵守隔离预防措施及其知识水平的影响：随机对照试验

背景数字故事是一种教学工具，可帮助护理专业学生掌握课程并提高技能。本研究探讨了数字故事对护理专业学生的知识水平和隔离预防措施遵从性的影响。方法前测-后测开放标签随机对照试验。研究在土耳其一所大学健康科学学院护理系进行。样本包括 109 名护理专业四年级学生，分为实验组（66 人）和对照组（43 人）。数据收集采用了人口统计学特征问卷（DCQ）、隔离知识测试（IKT）、学生对数字故事的看法问卷（QSODS）和隔离预防措施遵守量表（SCIP）。实验组参加了数字故事活动，而对照组则接受了基于课程的教育。数据分析采用了曼-惠特尼 U 检验、威尔科克森检验、方差分析（ANOVA）和斯皮尔曼相关检验。结果与结论实验组在测试后的 IKT 和 SCIP 分数明显高于对照组（p < 0.05）。实验 2 个月后，两组的 IKT 和 SCIP 分数均有所下降。然而，实验组的变化要小得多。数字故事帮助实验组参与者了解了隔离预防措施以及如何遵守这些措施。数字故事还能促进学习效果的保持。总之，数字工具在远程学习中是有效的。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope