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Enhancing nursing student presentation competences using Facilitatory Pecha kucha presentation pedagogy: a quasi-experimental study protocol in Tanzania

INTRODUCTION: With an increasing number of nursing students in higher education institutions in Tanzania, traditional student presentation pedagogies are insufficient to enhance effective learning. Pecha Kucha presentation is a new promising approach that can improve students’ speaking skills, learn...

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Autores principales: Haramba, Setberth Jonas, Millanzi, Walter C., Seif, Saada A.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10476346/
https://www.ncbi.nlm.nih.gov/pubmed/37661279
http://dx.doi.org/10.1186/s12909-023-04628-z
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author Haramba, Setberth Jonas
Millanzi, Walter C.
Seif, Saada A.
author_facet Haramba, Setberth Jonas
Millanzi, Walter C.
Seif, Saada A.
author_sort Haramba, Setberth Jonas
collection PubMed
description INTRODUCTION: With an increasing number of nursing students in higher education institutions in Tanzania, traditional student presentation pedagogies are insufficient to enhance effective learning. Pecha Kucha presentation is a new promising approach that can improve students’ speaking skills, learning process, creativity, and students’ engagement in learning. It involves the use of 20 slides where each covers 20 s, thus making a total of 6 min and 40 s. The current study will assess the effect of Pecha Kucha’s presentation on presentation knowledge, skills, and learning satisfaction among nursing students in Tanzania. OBJECTIVES: The objectives of this study aimed to determine the baseline and end-line of Pecha Kucha Presentation knowledge, skills, and learning satisfaction among nursing students. METHODS: This study protocol proposes to employ an uncontrolled quasi-experimental study design with a quantitative approach among 230 university nursing students in Dodoma Region using simple and stratified sampling techniques. It proposes to employ the researcher-administered questionnaire to assess study variables that arise as students use the Pecha Kucha presentation format to prepare and present their assignments. The study will involve training of research assistants, pre-assessment of study variables, and training, and demonstration of Pecha Kucha presentations format among study participants. It will also involve assigning topics to study participants, submission and evaluation of the prepared assignments, participants’ presentations in the classroom, post-intervention assessment, data analysis, reporting and dissemination of the study findings. CONCLUSION: This study will address and complement the global need to invest in nursing in an attempt to prepare competent nurses who are capable of solving complex health challenges through critical thinking, analysis, collaboration, and effective communication. The study will inform policymakers, health training institutions, and educators about a new engaging, and innovative nursing student presentation approach that enhances students’ creativity, critical thinking skills, and meaningful learning. The referred nursing students’ presentation approach intends to equip the students with survival and life skills in the 21st century in an attempt to meet the global economy and job opportunities. TRIAL REGISTRATION: It is not applicable as this is not a trial.
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spelling pubmed-104763462023-09-05 Enhancing nursing student presentation competences using Facilitatory Pecha kucha presentation pedagogy: a quasi-experimental study protocol in Tanzania Haramba, Setberth Jonas Millanzi, Walter C. Seif, Saada A. BMC Med Educ Study Protocol INTRODUCTION: With an increasing number of nursing students in higher education institutions in Tanzania, traditional student presentation pedagogies are insufficient to enhance effective learning. Pecha Kucha presentation is a new promising approach that can improve students’ speaking skills, learning process, creativity, and students’ engagement in learning. It involves the use of 20 slides where each covers 20 s, thus making a total of 6 min and 40 s. The current study will assess the effect of Pecha Kucha’s presentation on presentation knowledge, skills, and learning satisfaction among nursing students in Tanzania. OBJECTIVES: The objectives of this study aimed to determine the baseline and end-line of Pecha Kucha Presentation knowledge, skills, and learning satisfaction among nursing students. METHODS: This study protocol proposes to employ an uncontrolled quasi-experimental study design with a quantitative approach among 230 university nursing students in Dodoma Region using simple and stratified sampling techniques. It proposes to employ the researcher-administered questionnaire to assess study variables that arise as students use the Pecha Kucha presentation format to prepare and present their assignments. The study will involve training of research assistants, pre-assessment of study variables, and training, and demonstration of Pecha Kucha presentations format among study participants. It will also involve assigning topics to study participants, submission and evaluation of the prepared assignments, participants’ presentations in the classroom, post-intervention assessment, data analysis, reporting and dissemination of the study findings. CONCLUSION: This study will address and complement the global need to invest in nursing in an attempt to prepare competent nurses who are capable of solving complex health challenges through critical thinking, analysis, collaboration, and effective communication. The study will inform policymakers, health training institutions, and educators about a new engaging, and innovative nursing student presentation approach that enhances students’ creativity, critical thinking skills, and meaningful learning. The referred nursing students’ presentation approach intends to equip the students with survival and life skills in the 21st century in an attempt to meet the global economy and job opportunities. TRIAL REGISTRATION: It is not applicable as this is not a trial. BioMed Central 2023-09-03 /pmc/articles/PMC10476346/ /pubmed/37661279 http://dx.doi.org/10.1186/s12909-023-04628-z Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Study Protocol
Haramba, Setberth Jonas
Millanzi, Walter C.
Seif, Saada A.
Enhancing nursing student presentation competences using Facilitatory Pecha kucha presentation pedagogy: a quasi-experimental study protocol in Tanzania
title Enhancing nursing student presentation competences using Facilitatory Pecha kucha presentation pedagogy: a quasi-experimental study protocol in Tanzania
title_full Enhancing nursing student presentation competences using Facilitatory Pecha kucha presentation pedagogy: a quasi-experimental study protocol in Tanzania
title_fullStr Enhancing nursing student presentation competences using Facilitatory Pecha kucha presentation pedagogy: a quasi-experimental study protocol in Tanzania
title_full_unstemmed Enhancing nursing student presentation competences using Facilitatory Pecha kucha presentation pedagogy: a quasi-experimental study protocol in Tanzania
title_short Enhancing nursing student presentation competences using Facilitatory Pecha kucha presentation pedagogy: a quasi-experimental study protocol in Tanzania
title_sort enhancing nursing student presentation competences using facilitatory pecha kucha presentation pedagogy: a quasi-experimental study protocol in tanzania
topic Study Protocol
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10476346/
https://www.ncbi.nlm.nih.gov/pubmed/37661279
http://dx.doi.org/10.1186/s12909-023-04628-z
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