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Comparison of PechaKucha and traditional PowerPoint presentations in nursing education: A randomized controlled study
Nurse Education in Practice 42 (2020) 102695
Contents lists available at ScienceDirect
Nurse Education in Practice journal homepage: www.elsevier.com/locate/nepr
Development and Innovation
Comparison of PechaKucha and traditional PowerPoint presentations in nursing education: A randomized controlled study
T
Ozgu Bakceka, Sevinc Tastanb,∗, Emine Iyiguna, Pervin Kurtoglud, Birhan Tastanc a
Gulhane Faculty of Nursing, Health Sciences University, Turkey Eastern Mediterranean University, Health Sciences Faculty, Nursing Department, Via Mersin 10, Famagusta, North Cyprus, Turkey c Girne American University, Department of Banking and Finance, Girne, North Cyprus, Via Mersin 10, Turkey d Gulhane Training and Research Hospital, Department of General Surgery, Ankara/Turkey b
A R T I C LE I N FO
A B S T R A C T
Keywords: PechaKucha Nursing education Power Point presentation
This study aims to compare the effects of PechaKucha and traditional PowerPoint presentations on the learning performance of nursing students. This randomized controlled trial study was conducted in March 2016 at a nursing school in Ankara, Turkey. The participants were randomly distributed to the intervention group, which received a lecture using the PechaKucha presentation method (n = 66), and to the control group, which received a lecture using the traditional PowerPoint presentation (n = 68). The subject, “Knee Prosthesis and Nursing Approaches,” was given to both groups in different classrooms at the same time. The efficiency of the presentation methods was evaluated by a test on the content of the lecture. Satisfaction levels of the participants were evaluated by using the Visual Analogue Scale. There was no statistically significant relationship between the average test results of the groups. The satisfaction levels of the participants in the intervention group was higher than the control group (p < 0.01). This study showed that, although there was no difference between groups in terms of information, the PechaKucha technique can be used for topics that nurse educators want to draw particular attention to.
1. Background The mission of educational institutions is to use creative tools to strengthen the educational process and develop learning outputs with the aim of increasing learning (Buchko et al., 2012). PechaKucha is a presentation technique using visual and narrative presentation and consists of sequencing 20 slides, with each slide presented for 20 s in a total presentation of at most 7 min (Masters and Holland, 2012; Oliver and Kowalczyk, 2013; Levin and Peterson, 2013; Byrne, 2016; Murugaiah, 2016). PechaKucha (P–K), derived from the word for “chitchat” in Japanese, helps to present creative works in visual images. The method is primarily used by architects and artists in order to present their creative works (Levin and Peterson, 2013; Byrne, 2016). The concept of P–K was first developed by Klein and Dytham in 2003 at a meeting on architecture. Presenters at similar meetings have used it to present a novel product, a newly constructed building, a new design or other subjects (Levin and Peterson, 2013; Oliver and Kowalczyk, 2013; Byrne, 2016; Murugaiah, 2016). P–K, which is an effective presentation method for both the presenters and the audience, may also be used in
classes (Masters and Holland, 2012; Byrne, 2016). New teaching methods are constantly in development to increase the success levels of nursing students (Nielsen et al., 2013). In the past, it was more common to witness the use of such educational tools as a blackboard and chalk, cyclops, slide machines. With developments in information technology, traditional presentation methods conducted with the use of chalk and a blackboard have been replaced by intelligent classrooms and PowerPoint presentations (Shettigar et al., 2014). The gradual development of computer technologies has led to the widespread usage of computers. The use of computers has become inevitable for both educators and students of nursing as in all other areas. One of the most commonly used software in computer-supported lecture presentations is the Microsoft PowerPoint program. This software is used frequently in lectures, conferences, and computer-supported education. It was estimated that this program is currently installed in more than 250 million computers worldwide and that there are more than 30 million PowerPoint presentations executed daily. A PowerPoint presentation contains elements like tables, pictures, videos, voices, and text. (Savoy et al., 2009; Gelisli, 2009). In one study, it was
∗
Corresponding author. E-mail addresses: [email protected] (O. Bakcek), [email protected] (S. Tastan), [email protected] (E. Iyigun), [email protected] (P. Kurtoglu), [email protected] (B. Tastan). https://doi.org/10.1016/j.nepr.2020.102695 Received 3 August 2017; Received in revised form 15 December 2018; Accepted 5 January 2020 1471-5953/ © 2020 Elsevier Ltd. All rights reserved.
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Is there a difference between the success levels of students who had a lecture with the P–K technique and students who had a lecture with the traditional PowerPoint technique?
mentioned that students preferred PowerPoint presentations to traditional presentations (Savoy et al., 2009). PowerPoint presentations, which address the visual and audial senses, increase the learning efficiency of students (Gelisli, 2009). Even learning environments are supported with such facilities, increasing demand for nursing education. The consequent increase in the number of enrolled students constitutes a problem for effective learning not only in Turkey, but also abroad (Robb, 2012). This over enrolment decreases the quality of teaching in most of the nursing programs at the related faculties (Robb, 2012). In order to train nurses in line with the demands of the global world, innovative teaching strategies should be employed in nursing education (Dil et al., 2012). The detailed and complex curriculum of nursing education and overpopulated classes lead to a demand for innovative strategies that will increase the attractiveness of the lectures in nursing education (Robb, 2012; Murray, 2013). The P–K presentation technique, which has already been used in various business sectors, may be considered as an innovative teaching technique for nursing education. P–K is very different from the PowerPoint presentation method. The main idea of P–K is to attract the attention of the audiences and motivate the presenter to make the presentation in a dynamic manner without any loss in the information conveyed. The technique, which is based on the narration of the presentation subject with visual images and minimal written materials, is an effective way of teaching and synthesizing information (Masters and Holland, 2012; Byrne, 2016). Narration is a frequently used technique in nursing education. In the narration technique, imagination steps in and helps individual creativity to arise. In narration, more focus is given to procedures, laboratory results, signs, symptoms, and the relationship between patients and health workers. Students, while listening to the narration during the lecture, envision the narrative, and this is actually the basis of narration. Developing students’ thinking capacity is one of the key concepts of nursing education. Stories based on real-life nursing practices are frequently preferred by students as they develop intuitive abilities (Baker, 2015). Narrative teaching, which is currently used in nursing education in various ways, enables the audience to grasp new knowledge and ways of thinking (Wood, 2014). In the literature, it was seen that the P–K technique has been used in studies of student groups that undergoing education in different areas. In the study by Coskun (2017) on students who had foreign language education, it was found that students had less public speaking anxiety when they used the P–K technique in class presentations. In a study about students in Undergraduate Sales Management classes by McDonald and Derby (2015), students declared that they understood the course better when the P–K technique was used and that they wanted to use the technique in their career presentations. In the study, it was found that the grades received in the course by students in classes utilizing the P–K technique and those in classes using the traditional PowerPoint technique were the same (McDonald and Derby, 2015). Students stated that the classes with the P–K technique were more entertaining, attractive, interesting, liberating, and creative (Klentzin et al., 2010; Beyer, 2011; McDonald and Derby, 2015; Hirst, 2016; Coskun, 2017). Studies of the P–K technique investigated course success and student feedback. In this respect, several studies reported no difference in success levels between courses using the P–K technique and those with traditional presentation techniques (Klentzin et al., 2010; Beyer et al., 2012). Only a limited number of studies of the P–K technique in nursing education exist. The analysis of the relevant literature on the use of the P–K presentation technique reveals that the technique is primarily used by nursing students preparing slideshows for their classes (Byrne, 2016). We have not found any studies on the usage of the P–K technique by nursing educators. This study aims to evaluate the effects of the P–K presentation technique, as an innovative and creative technique, on the learning and satisfaction levels of nursing students. Question of the research can be stated as follows:
2. Methods 2.1. Study design This study was conducted as a randomized controlled trial. 2.2. Study setting This study was conducted in March 2016 at a nursing school located at Ankara. Theoretical lessons at the nursing school were integrated into committees, which were based on the body systems; and nursing approaches were given at the first, the second and the third years. The intern program is conducted during the fourth year of the program. 2.3. Sample size Sample size was calculated using the G*Power V.3.1.9 computer program. We assumed that the effect size of the difference between the intervention and the control groups would be Cohen d = 0.5 (Cohen, 1992). In order to achieve 95% confidence in the interval and statistical power of 80% for the two-way hypothesis test, the minimum required sample size in each group would be at least 64. However, we included all voluntary students, who were enrolled in the class, in the sample of our research (Fig. 1). 2.4. Randomization and blinding Before the class, the allocation of the students to the group was randomly selected by using the closed envelope method. The students in the control and the intervention groups were instructed by the same lecturer. Evaluation forms were coded by a researcher, who did not participate in the classes. While conducting the analysis, the coder did not know the groups that the participants belonged to. 2.5. Participants The inclusion criteria were that participation was voluntary and that they were taking the course for the first time. 2.6. The interventions We used the P–K method in a 45-min presentation on the subject of “Knee Prosthesis and Nursing Approaches”, belonging to “The Committee on Motion Requirement of the Human Body”, which was given during the spring term of the first year. After randomization, students in the intervention group listened to the lecture where the P–K method was used. On the other hand, students listened to the lecture that used the traditional PowerPoint presentation method. In order no not to contaminate the groups, classes were held in two different classrooms. The lecture prepared with the P–K technique was given by a nurse educator with 20 slides supported by intensive visual material and minimum text presented in a narrative form. Each of the 20 slides were shown for 20 s. The presentation took 6 min and 40 s. In this class, the complaints, cure, and care of Ms. A., who had a knee prosthesis, were visualized by using narrative methods with cartoons and pictures. At the end of the presentation, a knowledge questionnaire that reflected the aim of the lecture was distributed to the students in P–K group. After the students completed the test, the answers of the test were discussed with the students. Later, students' opinions on the presentation technique and their satisfaction levels were collected. The students were asked to express their opinions about the teaching method with an 2
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Fig. 1. The flow diagrams of the participants through each stage of the study.
it was decided not to change the number of the questions. The Cronbach's alpha level of the knowledge questionnaire was 0.615.
open-ended question. Student opinions were shown in numerical and percentage format in Table 3. The student satisfaction levels were evaluated with the VAS. The participants were asked to state their satisfaction levels, in which 0 indicated ‘totally discontent’ and 10 ‘totally satisfied’. On the other hand, the students in the control group heard the same lecture from the same educator with a traditional PowerPoint technique. The lecture contained 30 slides and took around 35 min. In every slide, there were 3–4 sentences, each containing 6–7 words. A knowledge questionnaire was applied to the students after the lecture. After discussing the answers to the test with the students, the student satisfaction levels were evaluated with the Visual Analogue Scale (VAS). The students from both of the groups were applied knowledge questionnaire once after the lecture.
2.8. Data analysis SPSS for Windows V. 22.0 was used for statistical analysis. Mean, standard deviation and median (minimum-maximum values) were used as descriptive statistics. Discrete variables were shown in numbers (n) and percentages (%). The Kolmogorov Smirnov test was used to analyse the normality of the distribution. Cronbach's alpha coefficient was used for reliability analysis of the knowledge questionnaire. To determine the validity of the knowledge questionnaire, Content Validity Index was used (Polit and Beck, 2010). The Mann–Whitney U Test was used for inter-group comparison. Spearman's rank correlation coefficient was used to analyse the linear relationship between the constant variables. The value of 0.05 indicated a meaningful relationship for all statistical analysis. The feedbacks about the method of the students from the P–K group were shown in Table 3 as numbers and percentages.
2.7. Measurement In order to evaluate the effectiveness of the different presentation techniques, we prepared a test that consists of 15 questions, which measures the knowledge levels of the participants after the lecture. The test included three types of answers (correct, false, and I do not know) and the answers of 11 questions were ‘correct’ whereas the rest were ‘false. The scores for each correct answer was 1, and the total score ranged between 0 and 15. Twenty questions were prepared initially by the researchers regarding the Knee Prosthesis and Nursing Approaches class. The questions were prepared using a medical surgical textbook (Lewis et al., 2010). To ensure the content validity and language validity of the prepared questions, the expert opinions of five nursing educators were obtained. After this process, the number of questions was decreased to 15 (Appendix 1). Experts analyzed the relevance of the items to the content domain and clarity, and they scored from 1 (nonrelevant) to 4 (very relevant). A content validity index (CVI) was then calculated for each item and for the total set of the items. CVI for each item and the total set of the items were calculated to be 0.92 and 0.93, respectively. In addition, to evaluate the understandability of the knowledge questionnaire, a pilot study was applied to 10 students who took the same course a year before. After collecting feedback from the students,
2.9. Ethical considerations Necessary permissions were obtained from the administrative board and the ethics council of the institute where the study was conducted (No: 50687469-1491-359-16/1648). All students were informed about the aim of the study. Students were informed that their education would not be affected if they refused to participate in the study or if they left the study at any point of the study. Before the start of the study, verbal and written consents of all of the volunteer students were obtained. 3. Results A total of 134 students participated in the study. The intervention group was composed of 66 students who received the lecture that used the P–K presentation method. The control group was made up of 68 students who received the lecture given by the traditional presentation method. The average age of the participants was 19.05 ± 0.2, and 91.2% of the participants were female, whereas 8.2% were male. 3
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differences between the learning performance of students in the intervention and the control groups. The knowledge point averages of the groups were close to each other. Similar results were encountered in the literature such as Klentzin et al. (Klentzin et al., 2010) and McDonald and Derby (McDonald and Derby, 2015). In the former, two groups of students were given a lecture prepared with the P–K technique and the traditional PowerPoint technique. The post-test evaluation results showed that there was no significant difference between the two groups in the post-test point averages. In the latter, the P–K technique was used for some sales management undergraduate students and the exam results of the students were evaluated. No statistically significant difference was found between the exam result averages of the students. On the other hand, the satisfaction levels of the students in the intervention group were higher compared to the control group. Although the nursing students that used the P–K presentation technique expressed that the preparation for the presentations was time-consuming, the presentations were more innovative, attractive and informative (Byrne, 2016). The feedback on the presentation technique, which was obtained from the intervention group, was mostly positive. Nearly all of the participants in the intervention group expressed that the lecture was flowed well. Furthermore, more than half of the students (56%) declared that they found the topic clear and understandable. A study by Murugaiah (2016) on students that received lectures on foreign language found that the participants, who used the P–K technique, had a good command of the subject and the audience was more interested in their presentation. Another study that compared students who used the P–K and those who used the traditional PowerPoint presentation techniques found no difference between the control and the intervention groups in terms of factors that influence the quality of presentation, such as content, organization, visuality, eye contact, or presentation technique (Beyer, 2011). Besides, in another study by Apperson et al. (2008), where student evaluations of traditional PowerPoint presentation techniques were investigated, it was declared that in the PowerPoint technique students preferred voices, snapshots, pictures and graphics, and dimmed lighting during presentations. Nevertheless, when this technique was applied, students preferred that outlines of the subject must be distributed, that there are relevant discussions and examples for each element within the outline, and that there are evaluations beyond the slides. In this study, the researchers integrated the narration technique into the presentation where the P–K technique was used. Consequently, students had the chance of having a presentation that contains more visuality and narration instead of intense text content about symptoms, treatments, and nursing care for individuals with knee osteoarthritis. Because of its use of images and audio and the supply of the core information in a short time, the P–K technique prevents student distraction (Klentzin et al., 2010; Beyer, 2011). Also, having more visuals and less text increases active learning by decreasing the possibility of students to prepare for the exams through the slides (Coskun, 2017). The P–K technique is preferable in student preparation, student presentations or in lectures where the content is not too complex. In this study, some students indicated that visual elements and the narration technique were attractive compared to other techniques and that P–K technique was entertaining. In addition, in Beyers's study (2011), the students stated that the P–K technique was entertaining and easier to prepare. Furthermore, nearly half of the participants in the study stated that they preferred to use the P–K technique, but more than half of the participants expressed that they would feel safer using the traditional P–K technique due to three reasons: they were familiar with the technique, the technique involved written material, and there was no time limitation for the traditional slide show (Beyer, 2011). In a study by Anderson and Wilson (2013), students declared that P–K technique required more time for slide presentation and was difficult to apply compared to traditional presentations. On the other hand, student mentioned that presentations made with the P–K technique contained
Table 1 Knowledge levels of the students.
Knowledge Point Averages a
Intervention Group N = 66)
Control Group (N = 68)
Mean (SD)
(MinMax)
Mean (SD)
(Min-Max)
13.33 (1.30)
(9–15)
13.67 (0.09)
(11–15)
Pa
0.14
Mann Whithney U Testi.
Table 2 Compressions the satisfaction levels of the students.
Satisfaction levels
a
Intervention Group N = 66)
Control Group (N = 68)
Mean (SD)
(Min-Max)
Mean (SD)
(MinMax)
9.12 (0.96)
(7–10)
8.20 (1.09)
(5–10)
Pa
< 0.001
Mann Whithney U Testi.
Table 1 shows the average scores obtained from the test that measured the knowledge levels of the participants in both the intervention and the control groups. Accordingly, the average scores of the participants in the control group were 13.67, whereas the scores obtained by the students in the intervention group were 13.33. We found no statistically significant difference between the average scores of the participants in each group (p = 0.14). The comparison of the satisfaction levels in Table 2 shows that the participants in the intervention group were more satisfied with the P–K presentation method (average VAS score = 9.12) compared to the participants in the control group that received the traditional presentation method (average VAS score = 8.20). The difference between the average scorers for each group was statistically significant (p < 0.05). Table 3 shows the analysis of written feedback obtained from the participants in the intervention group. Accordingly, 98% of the participants (n = 65) considered the presentation ‘flowed well; 56.0% (n = 37) declared that the subject was clear and understandable; and 33.3% (n = 22) were of the opinion that the visual images and the narration were attractive and different from the other lectures. Among the participants in the intervention group, 30.3% (n = 20) stated that the period of presentation was sufficient, 15.1% (n = 10) stated that the presentation was entertaining, and 12.1% (n = 8) expressed that the presentation was fast. 4. Discussion This study aims to reveal the effects of the P–K presentation method when used by nursing educators on the learning performance of nursing students. The findings of this study suggest that there are no significant Table 3 Feedbacks of the students about P–K Presentation Technique (N = 66). Statement
N
%
The class was not boring, it was fluent. The topic was clear and understandable. Use of visual images and narration was attractive. It was different and beautiful than the lectures of other courses. The duration of presentation was adequate. The presentation was entertaining. I was not distracted during the presentation. The presentation was fast.
65 37 22 22 20 10 10 8
98.48 56.06 33.33 33.33 30.30 15.15 15.15 12.12
4
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student satisfaction with its emphasis on visuality and time limitation. This technique has been found to be an attractive and entertaining method by most of the participants of this study. On the other hand, the current study found no statistically significant difference between the scores on knowledge levels obtained from the participants who listened to the P–K and the traditional PowerPoint presentation-based lectures. Negative expressions of some of the participants on the pace of the slide transition introduce some concerns about the usage of the P–K technique in lectures that need to provide detailed information. The findings indicate that the P–K presentation technique may be used by nursing educators as an alternative to the traditional PowerPoint presentation-based lecture, especially in less complex lectures. Another use of the technique would be to use it in cases where the educator wants to draw attention to a special topic or to summarize previous topics before starting a new one. It is believed that further studies on the evaluation of the efficiency of the P–K presentation technique for different nursing lectures (post-graduate, in-service training) should be conducted by nurse educators.
as much information as traditional presentations, yet it was fun and more entertaining. The use of intense visual elements instead of text in P–K slide presentations makes presentations more attractive, curiosity arousing, and entertaining (Anderson and Williams, 2013; Carroll et al., 2016). The results of this study showed similarities with the literature. In our study, one-third of the participants in the intervention group stated that the length of the lecture was adequate, and some of them expressed that the P–K presentation was too rapid. The study of Beyer (2011) found that narrative explanation of a subject by using visual images, the personal interpretations of the presenter, automatic slide transition and time limitation helped students to better concentrate on a subject. Against the findings of Beyer on the relationship between time limitations and better student focus on a subject, our study found that allocating a certain period of time per each slide was considered rapid transition and a negative factor. Audiences in the study by Anderson and Williams (2013) mentioned two different opinions about the timing of the P–K presentation technique. The first opinion was that presentations were more attractive and effective because of the limited time, that is, because presenters just focused on the related and primary information. The second opinion, on the other hand, was that the details were not explained completely and some information was vague in P–K presentations. This contradiction may be related with the fact that detailed information provided in nursing lectures may be more difficult to grasp when the P–K technique is used. Therefore, in line with Byrne's call (2016), we suggest that the number of slides and the time spent for each slide may be increased in order to increase the satisfaction and learning process of nursing students, because they deal with complex and time-consuming subjects. The limitation of this study was that the researchers had limited experience with the P–K technique. To overcome this limitation, researchers prepared themselves by watching educational videos about the technique and by investigating articles related to the topic. Another limitation is that since the studies related to the use of the P–K technique in nursing education were limited, the discussion part of this study remained limited as well. On the other hand, a contribution of the current study is that it offers findings for a limited area.
Author contributions Study design: Ozgu Bakcek, Sevinc Tastan, Emine Iyigun, Pervin Gokay. Data collection: Ozgu Bakcek; Sevinc Tastan. Data analysis: Ozgu Bakcek, Sevinc Tastan, Emine Iyigun, Pervin Gokay, Birhan Tastan. Manuscript preparation: Ozgu Bakcek, Sevinc Tastan, Emine Iyigun, Pervin Gokay, Birhan Tastan; and critical revisions for important intellectual content; Ozgu Bakcek, Sevinc Tastan, Emine Iyigun, Pervin Gokay, Birhan Tastan. Funding sources This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. Declaration of competing interest
5. Conclusion None of the authors have personal or financial relationships the influence the study.
This study found that the P–K presentation technique increased Appendix 1. Knowledge Test
True
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
Osteoarthritis is a degenerative joint disease characterized by progressive loss of joint cartilage in synovial joints In joints with osteoarthritis, physical examination may show crepitation, immobilization, pain, and stiffness Being over 50 years old, having obesity, and having genetic deformity in feet or knees are among the risk factors for osteoarthritis. Pharmacological treatments of osteoarthritis include aromatherapy and massage Arthroplasty is reshaping or prosthetic application to the bones forming the joint by surgical intervention to provide painless movement and functioning The patient to be treated for knee prosthesis should be informed about the exercise and the use of Patient Controlled Analgesia (PCA) before surgery Arthroscopy: Observation of the joint using an arthroscope and correction of damaged cartilage and osteophytes After knee prosthesis, neurovascular evaluation is performed within the first 24 h in hourly intervals Cold application to the incision zone after knee prosthesis is not recommended To avoid postoperative knee flexion contracture, during resting, the operated knee of the patient is held in extension and elevated Nerve damage, circulatory disturbance, infection, thromboembolism, and joint dislocation are the most important complications that can be seen in the patient with knee prosthesis In knee replacement surgery, the evaluation of the patient's vital signs, consciousness, and pain state every 4 h and monitoring intake-output within the first 48–72 h are among the post-operative nursing interventions Frequent position change (every 2–4 h) is not recommended to the patient after knee replacement surgery After the knee prosthesis operation, the patient is not recommended to stay in a chair or stand on the first postoperative day During discharge, the patient should be trained in the care of the incision site, the medication to use, the use of anti-embolic stockings, and the exercise program
5
False
x x x x x x x x x x x x x x x
I Don't Know
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Contents lists available at ScienceDirect
Nurse Education in Practice journal homepage: www.elsevier.com/locate/nepr
Development and Innovation
Comparison of PechaKucha and traditional PowerPoint presentations in nursing education: A randomized controlled study
T
Ozgu Bakceka, Sevinc Tastanb,∗, Emine Iyiguna, Pervin Kurtoglud, Birhan Tastanc a
Gulhane Faculty of Nursing, Health Sciences University, Turkey Eastern Mediterranean University, Health Sciences Faculty, Nursing Department, Via Mersin 10, Famagusta, North Cyprus, Turkey c Girne American University, Department of Banking and Finance, Girne, North Cyprus, Via Mersin 10, Turkey d Gulhane Training and Research Hospital, Department of General Surgery, Ankara/Turkey b
A R T I C LE I N FO
A B S T R A C T
Keywords: PechaKucha Nursing education Power Point presentation
This study aims to compare the effects of PechaKucha and traditional PowerPoint presentations on the learning performance of nursing students. This randomized controlled trial study was conducted in March 2016 at a nursing school in Ankara, Turkey. The participants were randomly distributed to the intervention group, which received a lecture using the PechaKucha presentation method (n = 66), and to the control group, which received a lecture using the traditional PowerPoint presentation (n = 68). The subject, “Knee Prosthesis and Nursing Approaches,” was given to both groups in different classrooms at the same time. The efficiency of the presentation methods was evaluated by a test on the content of the lecture. Satisfaction levels of the participants were evaluated by using the Visual Analogue Scale. There was no statistically significant relationship between the average test results of the groups. The satisfaction levels of the participants in the intervention group was higher than the control group (p < 0.01). This study showed that, although there was no difference between groups in terms of information, the PechaKucha technique can be used for topics that nurse educators want to draw particular attention to.
1. Background The mission of educational institutions is to use creative tools to strengthen the educational process and develop learning outputs with the aim of increasing learning (Buchko et al., 2012). PechaKucha is a presentation technique using visual and narrative presentation and consists of sequencing 20 slides, with each slide presented for 20 s in a total presentation of at most 7 min (Masters and Holland, 2012; Oliver and Kowalczyk, 2013; Levin and Peterson, 2013; Byrne, 2016; Murugaiah, 2016). PechaKucha (P–K), derived from the word for “chitchat” in Japanese, helps to present creative works in visual images. The method is primarily used by architects and artists in order to present their creative works (Levin and Peterson, 2013; Byrne, 2016). The concept of P–K was first developed by Klein and Dytham in 2003 at a meeting on architecture. Presenters at similar meetings have used it to present a novel product, a newly constructed building, a new design or other subjects (Levin and Peterson, 2013; Oliver and Kowalczyk, 2013; Byrne, 2016; Murugaiah, 2016). P–K, which is an effective presentation method for both the presenters and the audience, may also be used in
classes (Masters and Holland, 2012; Byrne, 2016). New teaching methods are constantly in development to increase the success levels of nursing students (Nielsen et al., 2013). In the past, it was more common to witness the use of such educational tools as a blackboard and chalk, cyclops, slide machines. With developments in information technology, traditional presentation methods conducted with the use of chalk and a blackboard have been replaced by intelligent classrooms and PowerPoint presentations (Shettigar et al., 2014). The gradual development of computer technologies has led to the widespread usage of computers. The use of computers has become inevitable for both educators and students of nursing as in all other areas. One of the most commonly used software in computer-supported lecture presentations is the Microsoft PowerPoint program. This software is used frequently in lectures, conferences, and computer-supported education. It was estimated that this program is currently installed in more than 250 million computers worldwide and that there are more than 30 million PowerPoint presentations executed daily. A PowerPoint presentation contains elements like tables, pictures, videos, voices, and text. (Savoy et al., 2009; Gelisli, 2009). In one study, it was
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Corresponding author. E-mail addresses: [email protected] (O. Bakcek), [email protected] (S. Tastan), [email protected] (E. Iyigun), [email protected] (P. Kurtoglu), [email protected] (B. Tastan). https://doi.org/10.1016/j.nepr.2020.102695 Received 3 August 2017; Received in revised form 15 December 2018; Accepted 5 January 2020 1471-5953/ © 2020 Elsevier Ltd. All rights reserved.
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Is there a difference between the success levels of students who had a lecture with the P–K technique and students who had a lecture with the traditional PowerPoint technique?
mentioned that students preferred PowerPoint presentations to traditional presentations (Savoy et al., 2009). PowerPoint presentations, which address the visual and audial senses, increase the learning efficiency of students (Gelisli, 2009). Even learning environments are supported with such facilities, increasing demand for nursing education. The consequent increase in the number of enrolled students constitutes a problem for effective learning not only in Turkey, but also abroad (Robb, 2012). This over enrolment decreases the quality of teaching in most of the nursing programs at the related faculties (Robb, 2012). In order to train nurses in line with the demands of the global world, innovative teaching strategies should be employed in nursing education (Dil et al., 2012). The detailed and complex curriculum of nursing education and overpopulated classes lead to a demand for innovative strategies that will increase the attractiveness of the lectures in nursing education (Robb, 2012; Murray, 2013). The P–K presentation technique, which has already been used in various business sectors, may be considered as an innovative teaching technique for nursing education. P–K is very different from the PowerPoint presentation method. The main idea of P–K is to attract the attention of the audiences and motivate the presenter to make the presentation in a dynamic manner without any loss in the information conveyed. The technique, which is based on the narration of the presentation subject with visual images and minimal written materials, is an effective way of teaching and synthesizing information (Masters and Holland, 2012; Byrne, 2016). Narration is a frequently used technique in nursing education. In the narration technique, imagination steps in and helps individual creativity to arise. In narration, more focus is given to procedures, laboratory results, signs, symptoms, and the relationship between patients and health workers. Students, while listening to the narration during the lecture, envision the narrative, and this is actually the basis of narration. Developing students’ thinking capacity is one of the key concepts of nursing education. Stories based on real-life nursing practices are frequently preferred by students as they develop intuitive abilities (Baker, 2015). Narrative teaching, which is currently used in nursing education in various ways, enables the audience to grasp new knowledge and ways of thinking (Wood, 2014). In the literature, it was seen that the P–K technique has been used in studies of student groups that undergoing education in different areas. In the study by Coskun (2017) on students who had foreign language education, it was found that students had less public speaking anxiety when they used the P–K technique in class presentations. In a study about students in Undergraduate Sales Management classes by McDonald and Derby (2015), students declared that they understood the course better when the P–K technique was used and that they wanted to use the technique in their career presentations. In the study, it was found that the grades received in the course by students in classes utilizing the P–K technique and those in classes using the traditional PowerPoint technique were the same (McDonald and Derby, 2015). Students stated that the classes with the P–K technique were more entertaining, attractive, interesting, liberating, and creative (Klentzin et al., 2010; Beyer, 2011; McDonald and Derby, 2015; Hirst, 2016; Coskun, 2017). Studies of the P–K technique investigated course success and student feedback. In this respect, several studies reported no difference in success levels between courses using the P–K technique and those with traditional presentation techniques (Klentzin et al., 2010; Beyer et al., 2012). Only a limited number of studies of the P–K technique in nursing education exist. The analysis of the relevant literature on the use of the P–K presentation technique reveals that the technique is primarily used by nursing students preparing slideshows for their classes (Byrne, 2016). We have not found any studies on the usage of the P–K technique by nursing educators. This study aims to evaluate the effects of the P–K presentation technique, as an innovative and creative technique, on the learning and satisfaction levels of nursing students. Question of the research can be stated as follows:
2. Methods 2.1. Study design This study was conducted as a randomized controlled trial. 2.2. Study setting This study was conducted in March 2016 at a nursing school located at Ankara. Theoretical lessons at the nursing school were integrated into committees, which were based on the body systems; and nursing approaches were given at the first, the second and the third years. The intern program is conducted during the fourth year of the program. 2.3. Sample size Sample size was calculated using the G*Power V.3.1.9 computer program. We assumed that the effect size of the difference between the intervention and the control groups would be Cohen d = 0.5 (Cohen, 1992). In order to achieve 95% confidence in the interval and statistical power of 80% for the two-way hypothesis test, the minimum required sample size in each group would be at least 64. However, we included all voluntary students, who were enrolled in the class, in the sample of our research (Fig. 1). 2.4. Randomization and blinding Before the class, the allocation of the students to the group was randomly selected by using the closed envelope method. The students in the control and the intervention groups were instructed by the same lecturer. Evaluation forms were coded by a researcher, who did not participate in the classes. While conducting the analysis, the coder did not know the groups that the participants belonged to. 2.5. Participants The inclusion criteria were that participation was voluntary and that they were taking the course for the first time. 2.6. The interventions We used the P–K method in a 45-min presentation on the subject of “Knee Prosthesis and Nursing Approaches”, belonging to “The Committee on Motion Requirement of the Human Body”, which was given during the spring term of the first year. After randomization, students in the intervention group listened to the lecture where the P–K method was used. On the other hand, students listened to the lecture that used the traditional PowerPoint presentation method. In order no not to contaminate the groups, classes were held in two different classrooms. The lecture prepared with the P–K technique was given by a nurse educator with 20 slides supported by intensive visual material and minimum text presented in a narrative form. Each of the 20 slides were shown for 20 s. The presentation took 6 min and 40 s. In this class, the complaints, cure, and care of Ms. A., who had a knee prosthesis, were visualized by using narrative methods with cartoons and pictures. At the end of the presentation, a knowledge questionnaire that reflected the aim of the lecture was distributed to the students in P–K group. After the students completed the test, the answers of the test were discussed with the students. Later, students' opinions on the presentation technique and their satisfaction levels were collected. The students were asked to express their opinions about the teaching method with an 2
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Fig. 1. The flow diagrams of the participants through each stage of the study.
it was decided not to change the number of the questions. The Cronbach's alpha level of the knowledge questionnaire was 0.615.
open-ended question. Student opinions were shown in numerical and percentage format in Table 3. The student satisfaction levels were evaluated with the VAS. The participants were asked to state their satisfaction levels, in which 0 indicated ‘totally discontent’ and 10 ‘totally satisfied’. On the other hand, the students in the control group heard the same lecture from the same educator with a traditional PowerPoint technique. The lecture contained 30 slides and took around 35 min. In every slide, there were 3–4 sentences, each containing 6–7 words. A knowledge questionnaire was applied to the students after the lecture. After discussing the answers to the test with the students, the student satisfaction levels were evaluated with the Visual Analogue Scale (VAS). The students from both of the groups were applied knowledge questionnaire once after the lecture.
2.8. Data analysis SPSS for Windows V. 22.0 was used for statistical analysis. Mean, standard deviation and median (minimum-maximum values) were used as descriptive statistics. Discrete variables were shown in numbers (n) and percentages (%). The Kolmogorov Smirnov test was used to analyse the normality of the distribution. Cronbach's alpha coefficient was used for reliability analysis of the knowledge questionnaire. To determine the validity of the knowledge questionnaire, Content Validity Index was used (Polit and Beck, 2010). The Mann–Whitney U Test was used for inter-group comparison. Spearman's rank correlation coefficient was used to analyse the linear relationship between the constant variables. The value of 0.05 indicated a meaningful relationship for all statistical analysis. The feedbacks about the method of the students from the P–K group were shown in Table 3 as numbers and percentages.
2.7. Measurement In order to evaluate the effectiveness of the different presentation techniques, we prepared a test that consists of 15 questions, which measures the knowledge levels of the participants after the lecture. The test included three types of answers (correct, false, and I do not know) and the answers of 11 questions were ‘correct’ whereas the rest were ‘false. The scores for each correct answer was 1, and the total score ranged between 0 and 15. Twenty questions were prepared initially by the researchers regarding the Knee Prosthesis and Nursing Approaches class. The questions were prepared using a medical surgical textbook (Lewis et al., 2010). To ensure the content validity and language validity of the prepared questions, the expert opinions of five nursing educators were obtained. After this process, the number of questions was decreased to 15 (Appendix 1). Experts analyzed the relevance of the items to the content domain and clarity, and they scored from 1 (nonrelevant) to 4 (very relevant). A content validity index (CVI) was then calculated for each item and for the total set of the items. CVI for each item and the total set of the items were calculated to be 0.92 and 0.93, respectively. In addition, to evaluate the understandability of the knowledge questionnaire, a pilot study was applied to 10 students who took the same course a year before. After collecting feedback from the students,
2.9. Ethical considerations Necessary permissions were obtained from the administrative board and the ethics council of the institute where the study was conducted (No: 50687469-1491-359-16/1648). All students were informed about the aim of the study. Students were informed that their education would not be affected if they refused to participate in the study or if they left the study at any point of the study. Before the start of the study, verbal and written consents of all of the volunteer students were obtained. 3. Results A total of 134 students participated in the study. The intervention group was composed of 66 students who received the lecture that used the P–K presentation method. The control group was made up of 68 students who received the lecture given by the traditional presentation method. The average age of the participants was 19.05 ± 0.2, and 91.2% of the participants were female, whereas 8.2% were male. 3
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differences between the learning performance of students in the intervention and the control groups. The knowledge point averages of the groups were close to each other. Similar results were encountered in the literature such as Klentzin et al. (Klentzin et al., 2010) and McDonald and Derby (McDonald and Derby, 2015). In the former, two groups of students were given a lecture prepared with the P–K technique and the traditional PowerPoint technique. The post-test evaluation results showed that there was no significant difference between the two groups in the post-test point averages. In the latter, the P–K technique was used for some sales management undergraduate students and the exam results of the students were evaluated. No statistically significant difference was found between the exam result averages of the students. On the other hand, the satisfaction levels of the students in the intervention group were higher compared to the control group. Although the nursing students that used the P–K presentation technique expressed that the preparation for the presentations was time-consuming, the presentations were more innovative, attractive and informative (Byrne, 2016). The feedback on the presentation technique, which was obtained from the intervention group, was mostly positive. Nearly all of the participants in the intervention group expressed that the lecture was flowed well. Furthermore, more than half of the students (56%) declared that they found the topic clear and understandable. A study by Murugaiah (2016) on students that received lectures on foreign language found that the participants, who used the P–K technique, had a good command of the subject and the audience was more interested in their presentation. Another study that compared students who used the P–K and those who used the traditional PowerPoint presentation techniques found no difference between the control and the intervention groups in terms of factors that influence the quality of presentation, such as content, organization, visuality, eye contact, or presentation technique (Beyer, 2011). Besides, in another study by Apperson et al. (2008), where student evaluations of traditional PowerPoint presentation techniques were investigated, it was declared that in the PowerPoint technique students preferred voices, snapshots, pictures and graphics, and dimmed lighting during presentations. Nevertheless, when this technique was applied, students preferred that outlines of the subject must be distributed, that there are relevant discussions and examples for each element within the outline, and that there are evaluations beyond the slides. In this study, the researchers integrated the narration technique into the presentation where the P–K technique was used. Consequently, students had the chance of having a presentation that contains more visuality and narration instead of intense text content about symptoms, treatments, and nursing care for individuals with knee osteoarthritis. Because of its use of images and audio and the supply of the core information in a short time, the P–K technique prevents student distraction (Klentzin et al., 2010; Beyer, 2011). Also, having more visuals and less text increases active learning by decreasing the possibility of students to prepare for the exams through the slides (Coskun, 2017). The P–K technique is preferable in student preparation, student presentations or in lectures where the content is not too complex. In this study, some students indicated that visual elements and the narration technique were attractive compared to other techniques and that P–K technique was entertaining. In addition, in Beyers's study (2011), the students stated that the P–K technique was entertaining and easier to prepare. Furthermore, nearly half of the participants in the study stated that they preferred to use the P–K technique, but more than half of the participants expressed that they would feel safer using the traditional P–K technique due to three reasons: they were familiar with the technique, the technique involved written material, and there was no time limitation for the traditional slide show (Beyer, 2011). In a study by Anderson and Wilson (2013), students declared that P–K technique required more time for slide presentation and was difficult to apply compared to traditional presentations. On the other hand, student mentioned that presentations made with the P–K technique contained
Table 1 Knowledge levels of the students.
Knowledge Point Averages a
Intervention Group N = 66)
Control Group (N = 68)
Mean (SD)
(MinMax)
Mean (SD)
(Min-Max)
13.33 (1.30)
(9–15)
13.67 (0.09)
(11–15)
Pa
0.14
Mann Whithney U Testi.
Table 2 Compressions the satisfaction levels of the students.
Satisfaction levels
a
Intervention Group N = 66)
Control Group (N = 68)
Mean (SD)
(Min-Max)
Mean (SD)
(MinMax)
9.12 (0.96)
(7–10)
8.20 (1.09)
(5–10)
Pa
< 0.001
Mann Whithney U Testi.
Table 1 shows the average scores obtained from the test that measured the knowledge levels of the participants in both the intervention and the control groups. Accordingly, the average scores of the participants in the control group were 13.67, whereas the scores obtained by the students in the intervention group were 13.33. We found no statistically significant difference between the average scores of the participants in each group (p = 0.14). The comparison of the satisfaction levels in Table 2 shows that the participants in the intervention group were more satisfied with the P–K presentation method (average VAS score = 9.12) compared to the participants in the control group that received the traditional presentation method (average VAS score = 8.20). The difference between the average scorers for each group was statistically significant (p < 0.05). Table 3 shows the analysis of written feedback obtained from the participants in the intervention group. Accordingly, 98% of the participants (n = 65) considered the presentation ‘flowed well; 56.0% (n = 37) declared that the subject was clear and understandable; and 33.3% (n = 22) were of the opinion that the visual images and the narration were attractive and different from the other lectures. Among the participants in the intervention group, 30.3% (n = 20) stated that the period of presentation was sufficient, 15.1% (n = 10) stated that the presentation was entertaining, and 12.1% (n = 8) expressed that the presentation was fast. 4. Discussion This study aims to reveal the effects of the P–K presentation method when used by nursing educators on the learning performance of nursing students. The findings of this study suggest that there are no significant Table 3 Feedbacks of the students about P–K Presentation Technique (N = 66). Statement
N
%
The class was not boring, it was fluent. The topic was clear and understandable. Use of visual images and narration was attractive. It was different and beautiful than the lectures of other courses. The duration of presentation was adequate. The presentation was entertaining. I was not distracted during the presentation. The presentation was fast.
65 37 22 22 20 10 10 8
98.48 56.06 33.33 33.33 30.30 15.15 15.15 12.12
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student satisfaction with its emphasis on visuality and time limitation. This technique has been found to be an attractive and entertaining method by most of the participants of this study. On the other hand, the current study found no statistically significant difference between the scores on knowledge levels obtained from the participants who listened to the P–K and the traditional PowerPoint presentation-based lectures. Negative expressions of some of the participants on the pace of the slide transition introduce some concerns about the usage of the P–K technique in lectures that need to provide detailed information. The findings indicate that the P–K presentation technique may be used by nursing educators as an alternative to the traditional PowerPoint presentation-based lecture, especially in less complex lectures. Another use of the technique would be to use it in cases where the educator wants to draw attention to a special topic or to summarize previous topics before starting a new one. It is believed that further studies on the evaluation of the efficiency of the P–K presentation technique for different nursing lectures (post-graduate, in-service training) should be conducted by nurse educators.
as much information as traditional presentations, yet it was fun and more entertaining. The use of intense visual elements instead of text in P–K slide presentations makes presentations more attractive, curiosity arousing, and entertaining (Anderson and Williams, 2013; Carroll et al., 2016). The results of this study showed similarities with the literature. In our study, one-third of the participants in the intervention group stated that the length of the lecture was adequate, and some of them expressed that the P–K presentation was too rapid. The study of Beyer (2011) found that narrative explanation of a subject by using visual images, the personal interpretations of the presenter, automatic slide transition and time limitation helped students to better concentrate on a subject. Against the findings of Beyer on the relationship between time limitations and better student focus on a subject, our study found that allocating a certain period of time per each slide was considered rapid transition and a negative factor. Audiences in the study by Anderson and Williams (2013) mentioned two different opinions about the timing of the P–K presentation technique. The first opinion was that presentations were more attractive and effective because of the limited time, that is, because presenters just focused on the related and primary information. The second opinion, on the other hand, was that the details were not explained completely and some information was vague in P–K presentations. This contradiction may be related with the fact that detailed information provided in nursing lectures may be more difficult to grasp when the P–K technique is used. Therefore, in line with Byrne's call (2016), we suggest that the number of slides and the time spent for each slide may be increased in order to increase the satisfaction and learning process of nursing students, because they deal with complex and time-consuming subjects. The limitation of this study was that the researchers had limited experience with the P–K technique. To overcome this limitation, researchers prepared themselves by watching educational videos about the technique and by investigating articles related to the topic. Another limitation is that since the studies related to the use of the P–K technique in nursing education were limited, the discussion part of this study remained limited as well. On the other hand, a contribution of the current study is that it offers findings for a limited area.
Author contributions Study design: Ozgu Bakcek, Sevinc Tastan, Emine Iyigun, Pervin Gokay. Data collection: Ozgu Bakcek; Sevinc Tastan. Data analysis: Ozgu Bakcek, Sevinc Tastan, Emine Iyigun, Pervin Gokay, Birhan Tastan. Manuscript preparation: Ozgu Bakcek, Sevinc Tastan, Emine Iyigun, Pervin Gokay, Birhan Tastan; and critical revisions for important intellectual content; Ozgu Bakcek, Sevinc Tastan, Emine Iyigun, Pervin Gokay, Birhan Tastan. Funding sources This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. Declaration of competing interest
5. Conclusion None of the authors have personal or financial relationships the influence the study.
This study found that the P–K presentation technique increased Appendix 1. Knowledge Test
True
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
Osteoarthritis is a degenerative joint disease characterized by progressive loss of joint cartilage in synovial joints In joints with osteoarthritis, physical examination may show crepitation, immobilization, pain, and stiffness Being over 50 years old, having obesity, and having genetic deformity in feet or knees are among the risk factors for osteoarthritis. Pharmacological treatments of osteoarthritis include aromatherapy and massage Arthroplasty is reshaping or prosthetic application to the bones forming the joint by surgical intervention to provide painless movement and functioning The patient to be treated for knee prosthesis should be informed about the exercise and the use of Patient Controlled Analgesia (PCA) before surgery Arthroscopy: Observation of the joint using an arthroscope and correction of damaged cartilage and osteophytes After knee prosthesis, neurovascular evaluation is performed within the first 24 h in hourly intervals Cold application to the incision zone after knee prosthesis is not recommended To avoid postoperative knee flexion contracture, during resting, the operated knee of the patient is held in extension and elevated Nerve damage, circulatory disturbance, infection, thromboembolism, and joint dislocation are the most important complications that can be seen in the patient with knee prosthesis In knee replacement surgery, the evaluation of the patient's vital signs, consciousness, and pain state every 4 h and monitoring intake-output within the first 48–72 h are among the post-operative nursing interventions Frequent position change (every 2–4 h) is not recommended to the patient after knee replacement surgery After the knee prosthesis operation, the patient is not recommended to stay in a chair or stand on the first postoperative day During discharge, the patient should be trained in the care of the incision site, the medication to use, the use of anti-embolic stockings, and the exercise program
5
False
x x x x x x x x x x x x x x x
I Don't Know
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