Critical analysis of youtube videos for learning clinical nursing

Uvod: V času hitrih tehnoloških sprememb visokošolski učitelji z uporabo YouTube videoposnetkov spodbujajo aktivno vključevanje študentov. YouTube videoposnetki omogočajo povezovanje teorije s prakso in imajo velik potencial za vključevanje v visokošolski učni proces zdravstvene nege. V raziskavi smo vsebinsko analizirali YouTube videoposnetke, ki prikazujejo aplikacijo intramuskularne injekcije v simulacijskem okolju z nizko stopnjo posnemanja resničnosti. Metode: Uporabili smo metodologijo mešanih metod. V okviru kvantitativnega dela smo analizirali upoštevanje kliničnih smernic v YouTube videoposnetkih ter ocenili vsebino, izdelavo in pristranskost z uporabo ocenjevalnega obrazca. V okviru kvalitativnega dela smo uporabili opisno metodo dela ter analizirali pogostost in način uporabe YouTube videoposnetkov pri visokošolskih učiteljih, ki poučujejo v simuliranem okolju zdravstvene nege z nizko stopnjo posnemanja resničnosti. Rezultati: Identificirali smo 549 YouTube videoposnetkov, ki so prikazali izvedbo aplikacije intramuskularne injekcije v simulacijskem okolju zdravstvene nege z nizko stopnjo posnemanja resničnosti. Na podlagi vključitvenih in izključitvenih kriterijev smo v končno analizo vključili 17 videoposnetkov. Noben videoposnetek ni zajemal vseh korakov v skladu s strokovnimi smernicami. Pogosteje so bili upoštevani koraki, ki jih mora izvajalec izvesti pred in med posegom v primerjavi s koraki, ki se morajo izvesti po končanem posegu. Razprava in sklep: Analizirani videoposnetki aplikacije intramuskularne injekcije niso podprti s strokovnimi smernicami ZN in niso primerni za poučevanje študentov zdravstvene nege v simuliranem okolju z nizko stopnjo posnemanja resničnosti. Težava je predvsem v pomanjkanju korakov, ki jih narekujejo strokovne smernice ZN. Vsak videoposnetek bi moral biti pred objavo in pred vključitvijo v učni proces ocenjen s strani strokovnjakov.Introduction: In a time of rapid technological change, higher education teachers are encouraging the active involvement of students through the use of YouTube videos. The YouTube videos make it possible to connect theory with practice and have great potential for inclusion in the higher education nursing learning process. In the research, we analyzed the content of YouTube videos, showing the application of intramuscular injection in a simulation environment with a low fidelity. Methods: We used a methodology of mixed methods. As part of the quantitative work, we analyzed compliance with clinical guidelines in YouTube videos and assessed content, production, and bias-free presentation using an evaluation form. As part of the qualitative work, we used a descriptive method of using YouTube videos by higher education teachers, who teach in a simulated nursing environment with a low fidelity. Results: We identified 549 YouTube videos showing the performance of an intramuscular injection application. Based on the inclusion and exclusion criteria, we included 17 videos in the final analysis. No video covered all the steps according to the professional guidelines. The steps that the contractor must perform before and during the procedure were considered more often than the steps that must be performed after the procedure is completed. Discussion and conclusion: The analyzed YouTube videos of the intramuscular injection application are not supported by UN professional guidelines and are not suitable for teaching nursing students in a simulated environment with a low level of reality imitation. The problem is mainly in the lack of steps dictated by UN expert guidelines. Experts should evaluate each video before publication and before inclusion in the learning process