Using Podcasts to Facilitate Textbook Readings in a Medical-Surgical Nursing Course.

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. 2025;64(7):e68-e70.].