Effects of Video-Based Instruction on Medication Calculation Knowledge and Satisfaction among Nursing Students
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Abstract
Background: Medication calculation errors significantly impact patient safety. Enhancing knowledge and skills in drug calculation of nursing students is therefore essential.
Objectives: To examine the effects of video-based instructional materials on nursing students’ knowledge of medication calculation and assess their satisfaction with the video materials.
Methods: This study used a quasi-experimental one-group pretest–posttest design. The sample consisted of 50 second-year nursing students selected by simple random sampling. Research instruments included pretest and posttest knowledge assessments following video-based learning, and a satisfaction questionnaire. Data were analyzed using descriptive statistics and a paired t-test.
Results: The findings revealed that before learning with video materials, students’ knowledge of medication calculation was at a moderate level (mean = 0.61), while after the intervention, it increased to a good level (mean = 0.93). The mean scores significantly increased from 12.10 to 18.64 (p<.05), indicating that video-based materials effectively enhanced students’ knowledge. Additionally, overall satisfaction with the video materials was at the highest level (mean = 4.81), with all aspects rated highest.
Conclusions: Video-based instructional materials are effective tools for enhancing nursing students’ knowledge and understanding of medication calculation. They can be used as guidelines for improving teaching and learning management to achieve greater effectiveness.
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บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวิทยาลัยพยาบาลบรมราชชนนี จังหวัดนนทบุรี
ข้อความที่ปรากฏในบทความแต่ละเรื่องในวารสารวิชาการเล่มนี้เป็นความคิดเห็นส่วนตัวของผู้เขียนแต่ละท่านไม่เกี่ยวข้องกับวิทยาลัยพยาบาลบรมราชชนนี จังหวัดนนทบุรี และคณาจารย์ท่านอื่น ในวิทยาลัยฯ แต่อย่างใด ความรับผิดชอบองค์ประกอบทั้งหมดของบทความแต่ละเรื่องเป็นของผู้เขียนแต่ละท่าน หากมีความผิดพลาดใด ๆ ผู้เขียนแต่ละท่านจะรับผิดชอบบทความของตนเองแต่ผู้เดียว
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