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

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.

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.

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).

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.