Main Article Content
Background/Objectives: The purpose of this study is to analyze the effect of mathematics nursing theory video training on learning motivation, learning achievement, learning immersion and major satisfaction.
Methods/Statistical analysis: The subjects of this study were 74 out of 80 students who participated in the G Urban Nursing Department in the J area, and excluded 6 dropouts. Structured questions were used as learning tools, including general characteristics, motivation to learn, learning achievement, learning immersion, and major satisfaction. Data collection was collected from March 2020 to May 2020 and descriptive statistics, t-tests and correlation analysis were performed using spss26.
Findings: Before and after video training of learning motivation (t = -2.38, p = .020), before video training of learning achievement. After (t = -4.11, p = .000), and before and after video education of learning immersion (t = -2.75, p = .008) were all significant, and video education was effective. Non-essential motivation (t = -2.00, p = .049), intrinsic motivation (t = -1.75, p = .084), class motivation (t = -2.53, p = .013), continued. The motives (t = -2.55, p = .013) were all significant. The cognitive immersion (t = -2.31, p = .024) and the positive immersion (t = -2.76, p = .007) of the sub-factors of learning immersion were significant. Learning motivation (t = -3.16, p = .006), learning immersion (t = .330, p = .004) positively correlated with learning satisfaction, and learning achievement (t = .099, p =405).Therefore, through indirect experiences of contents that can be observed during practice through video education, it strengthens clinical nursing skills and linkage of theoretical knowledge of nursing students.
Improvements/Applications: The results suggested implications on the further utilization of video contents by studying various factors in using video contents in the class setting.