From Didactic to Digital: Using Animated Videos to Transform Health Education in Nursing Informatics
Abstract
Background: The integration of multimedia in clinical settings is rapidly expanding. Animated videos are effective in enhancing clients understanding across diverse health topics (Feeley et al., 2023). The post-COVID-19 era has accelerated the demand for remote health education. It is vital to equip nursing students with the competency to develop engaging animated health education resources (Brown et al., 2020; Risling, 2017). In a postgraduate nursing programme, a blended learning approach featuring micro-modules with animated content and video production workshops was implemented to enhance students’ competency and self-efficacy in nursing informatics.
Methods: A quasi-experimental with pretest-posttest design was employed. Four animated videos were developed to introduce nursing informatics. Video production workshops were conducted, training students to create education videos tailored to their clinical specialties. These workshops covered audio-visual design principles, video editing, and strategies to address the needs of target populations. Perceived competence and self-efficacy in nursing informatics were assessed by the Self-Assessment of Nursing Informatics Competencies Scale (SANICS) and the Digital and Technological Self-Efficacy Scale (Digitech-S), respectively.
Results: A total of 52 students completed the evaluation. Analysis of the SANICS showed a significant increase in overall perceived competency, with scores rising from 68.43 to 81.40 (p < .001). Significant improvements were observed across multiple domains, including basic computer knowledge and skills (36.28 to 42.49; p < .001), applied computer skills (6.94 to 9.55; p < .001), and clinical informatics attitudes (9.72 to 11.11; p = .006). The Digitech-S score increased slightly from 36.13 to 36.35, though not significantly. Repeated measures ANOVA revealed no significant interaction between time and frequency of computer use on perceived competency or self-efficacy.
Conclusions: The blended learning approach effectively showed the pedagogical values of animated content in engaging and equipping students with essential video productions skills. This strategy prepares students for a shift from traditional didactic methods to multimedia health education, enhancing both accessibility and educational impact. It encourages students to transcend conventional knowledge boundaries and embrace innovative, technology-driven approaches to health education.
Notes
References:
Brown, J., Pope, N., Bosco, A. M., Mason, J., & Morgan, A. (2020). Issues affecting nurses' capability to use digital technology at work: An integrative review. Journal of Clinical Nursing, 29(15-16), 2801-2819. https://doi.org/10.1111/jocn.15321
Feeley, T. H., Keller, M., & Kayler, L. (2023). Using Animated Videos to Increase Patient Knowledge: A Meta-Analytic Review. Health Education & Behavior, 50(2), 240-249. https://doi.org/10.1177/10901981221116791
Risling, T. (2017). Educating the nurses of 2025: Technology trends of the next decade. Nurse Education in Practice, 22, 89-92. https://doi.org/10.1016/j.nepr.2016.12.007
Sigma Membership
Pi Iota at-Large
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Quantitative Research
Keywords:
Competence, Teaching and Learning Strategies, Continuing Education, Patient Education, Nursing Informatics
Recommended Citation
Tang, Fiona Wing Ki; Ahmat, Ricky; So, Winnie Kwok Wei; Yau, George Pak Kin; and Lo, Sally Wai Sze, "From Didactic to Digital: Using Animated Videos to Transform Health Education in Nursing Informatics" (2026). International Nursing Research Congress (INRC). 91.
https://www.sigmarepository.org/inrc/2026/presentations_2026/91
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-07-29
From Didactic to Digital: Using Animated Videos to Transform Health Education in Nursing Informatics
Toronto, Ontario, Canada
Background: The integration of multimedia in clinical settings is rapidly expanding. Animated videos are effective in enhancing clients understanding across diverse health topics (Feeley et al., 2023). The post-COVID-19 era has accelerated the demand for remote health education. It is vital to equip nursing students with the competency to develop engaging animated health education resources (Brown et al., 2020; Risling, 2017). In a postgraduate nursing programme, a blended learning approach featuring micro-modules with animated content and video production workshops was implemented to enhance students’ competency and self-efficacy in nursing informatics.
Methods: A quasi-experimental with pretest-posttest design was employed. Four animated videos were developed to introduce nursing informatics. Video production workshops were conducted, training students to create education videos tailored to their clinical specialties. These workshops covered audio-visual design principles, video editing, and strategies to address the needs of target populations. Perceived competence and self-efficacy in nursing informatics were assessed by the Self-Assessment of Nursing Informatics Competencies Scale (SANICS) and the Digital and Technological Self-Efficacy Scale (Digitech-S), respectively.
Results: A total of 52 students completed the evaluation. Analysis of the SANICS showed a significant increase in overall perceived competency, with scores rising from 68.43 to 81.40 (p < .001). Significant improvements were observed across multiple domains, including basic computer knowledge and skills (36.28 to 42.49; p < .001), applied computer skills (6.94 to 9.55; p < .001), and clinical informatics attitudes (9.72 to 11.11; p = .006). The Digitech-S score increased slightly from 36.13 to 36.35, though not significantly. Repeated measures ANOVA revealed no significant interaction between time and frequency of computer use on perceived competency or self-efficacy.
Conclusions: The blended learning approach effectively showed the pedagogical values of animated content in engaging and equipping students with essential video productions skills. This strategy prepares students for a shift from traditional didactic methods to multimedia health education, enhancing both accessibility and educational impact. It encourages students to transcend conventional knowledge boundaries and embrace innovative, technology-driven approaches to health education.
Description
A blended learning approach incorporating animated videos and video production workshops was implemented in a postgraduate nursing programme to strengthen students’ competencies and self-efficacy in nursing informatics. A pretest-posttest design revealed significant improvements in perceived competency across multiple domains. This strategy prepares students to transition from traditional methods to multimedia-based health education, enhancing accessibility and learner engagement.