{"title":"Using Podcasts to Facilitate Textbook Readings in a Medical-Surgical Nursing Course.","authors":"Elizabeth Zwilling","doi":"10.3928/01484834-20240612-02","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Undergraduate students need to possess the skills to read a nursing textbook critically. Professor-made guided reading podcasts were added to a junior-level first medical-surgical nursing course to develop textbook reading skills and focus on essential knowledge points for success.</p><p><strong>Method: </strong>A total of 148 students were asked to complete a voluntary, anonymous, cross-sectional, descriptive survey about their use and perceptions of the podcasts, with 36.49% (<i>n</i> = 54) of students consenting to participate.</p><p><strong>Results: </strong>Of the participants, 61.11% (<i>n</i> = 33) of students listened to all or most podcasts, and 78% (<i>n</i> = 39) of students agreed or strongly agreed that the podcasts were helpful to their learning.</p><p><strong>Conclusion: </strong>Implementing professor-made guided reading podcasts was a helpful educational innovation to assist nursing students in critically reading the textbook, which will be continued for future course iterations. <b>[<i>J Nurs Educ</i>. 2024;63(X):XXX-XXX.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of nursing education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3928/01484834-20240612-02","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Undergraduate students need to possess the skills to read a nursing textbook critically. Professor-made guided reading podcasts were added to a junior-level first medical-surgical nursing course to develop textbook reading skills and focus on essential knowledge points for success.
Method: A total of 148 students were asked to complete a voluntary, anonymous, cross-sectional, descriptive survey about their use and perceptions of the podcasts, with 36.49% (n = 54) of students consenting to participate.
Results: Of the participants, 61.11% (n = 33) of students listened to all or most podcasts, and 78% (n = 39) of students agreed or strongly agreed that the podcasts were helpful to their learning.
Conclusion: Implementing professor-made guided reading podcasts was a helpful educational innovation to assist nursing students in critically reading the textbook, which will be continued for future course iterations. [J Nurs Educ. 2024;63(X):XXX-XXX.].
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