Abstract
Microlectures comprise short audio or video presentations designed to provide a concise explanation of key concepts or topics. The study aimed to develop a microlecture module for a nursing course in medication administration and test whether it could improve learning. The study had a quasi-experimental design. Four classes of sophomore nursing students were divided into the treatment (n = 109) and control groups (n = 84). Pretests, posttests, integrated examinations, and simulated experiences were employed. Analysis of covariance were used to analyze the students' pretest, posttest, and integrated examination performances. The treatment group performed better than the control group. This study provides nursing educators with a different approach to traditional teaching and sheds light on how to design a microlecture.
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