The Effect of Digital Storytelling on Nursing Students' Compliance with Isolation Precautions and Their Knowledge Levels: A Randomized Controlled Trial

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  • Author(s): Sule Biyik Bayram (ORCID Sule Biyik Bayram (ORCID 0000-0002-9842-1588); Emel Gülnar (ORCID Emel Gülnar (ORCID 0000-0002-4766-8927); Nurcan Caliskan (ORCID Nurcan Caliskan (ORCID 0000-0001-9804-3030); Çigdem Torun Kiliç (ORCID Çigdem Torun Kiliç (ORCID 0000-0002-7556-9010)
  • Language:
    English
  • Source:
    Journal of Computer Assisted Learning. 2024 40(6):3278-3289.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: [email protected]; Web site: https://www.wiley.com/en-us
    • Peer Reviewed:
      Y
    • Source:
      12
    • Subject Terms:
      Story Telling; Educational Technology; Technology Uses in Education; Nursing Students; Nursing Education; Knowledge Level; Job Skills; Program Effectiveness; Foreign Countries
    • Subject Terms:
      Turkey
    • Accession Number:
      10.1111/jcal.13062
    • ISSN:
      0266-4909
      1365-2729
    • 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.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1448421