Lecture Content Research Articles

'Everyone is just so furiously typing': supporting student choices around digital notetaking in university lectures

University of Bristol students have indicated that 65% of them take notes digitally. As learning developers, how do we support students to take fit-for-purpose digital notes against a background of changing technology? In this study we posed two questions: What are the ways in which students currently take digital notes in lectures? What difficulties do students encounter in taking digital notes in lectures? Following formal ethical approval, we collected data using a questionnaire (n=123) and four focus groups (n=17), between January and May 2022. Participants in both included undergraduate and postgraduate students representing arts, humanities and STEMM subjects. Participation was voluntary and results were anonymised. We found that students choose a wide variety of digital tools for notetaking, in response to three interrelated aspects of the university learning environment: (1) perceived social pressure, for example the sound of typing, (2) lecture content, delivery and future assessment, and (3) affordances of digital technologies such as the comparative speed of typed notes. These themes have helped us understand the mechanisms of student notetaking choices and therefore allow us to offer relevant support. In this session we further illustrated the three main themes and presented examples of resources developed in response to them, modelling how learning developers can use these insights to support student notetaking practice: Firstly, through an open-access, online self-study resource that shares illustrative data from the research to inform student practice; secondly, a student-led workshop on OneNote, the most cited app in our student survey; and thirdly, a series of student blog posts on approaches to taking digital notes in different subject areas, as the research indicated lecture content affects digital notetaking choices. We also discussed how student notetaking practices may evolve considering emerging technologies such as generative AI tools.

성인학습자의 원격수업에 대한 중요도와 만족도에 관한 연구

Objectives This study focused on distance learning provided in university education for adult learners, and the purpose was to confirm the importance and satisfaction of distance learning and apply it to the field. Methods To conduct the study, the importance and satisfaction of distance learning were analyzed for 160 adult learners at K University, which is conducting the LIFE project, and a questionnaire was prepared for online distribution. Factors affecting distance learning were divided into three categories: learner factors, instructor factors, and lecture content factors. ISA (Important Satisfaction Analysis) was conducted to determine the priority of importance and satisfaction with distance learning, and Borich Relative priorities were confirmed using coefficients. Results Among the learner factors for adult learners' distance learning, importance was found to be activeness in participating in online classes, satisfaction was shown to be opportunities for repeated learning through online classes, and areas for improvement were whether or not they had learning equipment for distance learning and online attendance. It was found to be compliance with deadlines and concentration in distance learning. Among the instructor factors, the importance was high on the instructor's passion for teaching, and the satisfaction level was highly distributed on the instructor's assistance with the major. Areas for improvement were the instructor's assistance with the major, the instructor's immediate response to requests for support other than learning, and the instructor's students. It was found to be a result of communication and interaction between teachers and the formation of a bond between instructors and students. Among the lecture content factors, the importance is the stability of the learner's computer server (Internet), and the satisfaction is the provision of three 25-minute videos per week. Areas for improvement were the provision of three 25-minute videos per week, provision of in-depth learning (YouTube, video), and provision of videos with the instructor's face displayed publicly. Conclusions Since most adult learners are working and studying at the same time, university distance learning is recognized as an important teaching method, and it is meaningful in reflecting the needs of adult learners by analyzing factors related to the importance and satisfaction of distance learning.

The role of variable retrieval in effective learning

Current research on memory indicates that learning is most effective when it involves spaced retrieval practice of study materials. Here, we investigated whether the benefits of both retrieval practice and spacing can be further boosted when variability is introduced across practice sessions. Across six experiments, participants learned translations of foreign vocabulary, with foreign words embedded in contextual sentences hinting at the meaning of these words. These sentences were then either kept constant or varied from one learning cycle to another. Whenever repeated practice took the form of retrieval from long-term memory with contextual sentences serving as cues (with or without feedback after retrieval attempts), variable sentences led to better learning of the meanings of the embedded foreign words than constant sentences. The benefits of variable retrieval were observed both immediately after study and after a 24-h delay, and they were larger when retrieval practice was spaced rather than massed. However, these benefits were not appreciated by the learners who judged learning to be more effective with constant rather than variable cues. This metacognitive illusion, misaligning the effectiveness of learning and its appraisal by learners, was confirmed in the seventh experiment which focused on learning lecture content. Thus, while spaced retrieval practice employing variable cues clearly produces robust benefits for memory performance, such benefits may be severely underappreciated by the learners.

델파이 기법을 활용한 강의평가 문항 개발 연구: K 대학의 강의평가 사례를 중심으로

Objectives The purpose of this research is to analyze references and previous researches related to lecture evaluation system, and to develop survey items for lecture evaluation system of K universities. Methods To achieve this purpose, the expert panel of professors among K university was formed, and conducted Delphi method from July 1 to December 29, 2023 to develop a measurement tool. Results Through two rounds of item validity verification by three experts, a total of 10 items were extracted. The research findings extracted four items in lecture planning and operation, including class planning, adherence to class time, interaction, and flexibility of the class; three items in lecture content and methods, including the delivery of lecture content, effectiveness of teaching methods, and appropriateness of learning materials; two items in evaluation, including the fairness of evaluation methods and post-evaluation guidance; and one item in lecture satisfaction. Conclusions The result of this research can provides verificated lecture evaluation tools, and suggests that universities should develop validated and reliable evaluation tools for various educational programs including lectures to offer customized curriculum to students.

Implementation of Real-Time Audio-to-Text Conversion and Processing for Seamless Transformation in Classroom Environment

In modern educational settings, ensuring that all students effectively comprehend lecture content is a significant challenge, particularly when language barriers and varying levels of cognitive processing ability come into play. Traditional classroom instruction often fails to accommodate the diverse needs of all learners, leading to gaps in understanding and academic performance. This research explores the implementation of a real-time audio transcription system as a solution to enhance classroom inclusivity and comprehension. By leveraging mobile technology, students can access live speech-to-text transcriptions of lectures directly on their devices. This system is designed to assist students who struggle with listening due to language differences, hearing impairments, or other cognitive challenges. The study delves into the technological framework of the transcription service, evaluating its accuracy, latency, and usability. It also considers the practical implications of integrating such technology into various classroom settings, from elementary schools to higher education institutions. Through surveys and interviews with students and teachers, the research assesses the impact of live transcription on student engagement, participation, and academic performance. Preliminary findings suggest that live audio transcription can significantly bridge the comprehension gap, offering a practical tool to foster a more inclusive and effective learning environment. Additionally, the study explores potential challenges and solutions for widespread implementation, aiming to provide a comprehensive analysis of the benefits and limitations of this innovative educational tool.

Lecturers' use of questions in undergraduate mathematics lectures

Mathematics lecturers frequently ask questions in their lectures, and these questions presumably play an important role in students’ thinking about and learning of the lecture content. We replicated and developed a coding scheme used in previous research in the US to categorise lecturers’ questions in a sample of 136 lectures given by 24 lecturers at a research-intensive UK university. We found that the coding scheme could be applied reliably, and that factual questions were predominant (as in previous research). We explore differences in the lecturers’ use of questions – both between our UK sample and the previous US work, and between individual lecturers in our sample. We note the presence of strings of related successive questions from the lecturer, which we term ‘question chains’. We explore the nature of these, examine their prevalence, and seek to account for them in terms of the lecturers’ possible intentions.

Using BioRender for Active Learning: Exploring Learning-Style Preference and Visual-Spatial Ability in Undergraduate Students.

Visual-spatial reasoning has been considered a predictor of performance success in STEM courses, including engineering, chemistry, biology, and mathematics. Little is known, however, about whether visual-spatial ability predicts success for non-STEM students in general education neuroscience courses. In the following study, we investigate how scores on tests of visual-spatial object rotation relate to student performance on illustrative and content exams in a large non-major undergraduate neuropharmacology course. To help students understand content visually, the course provided students with homework assignments that allowed them to create illustrations of lecture content using the online scientific illustration software, BioRender. Findings suggest that percent completion of BioRender assignments was a greater predictor of student performance than tests of innate visual-spatial ability. In addition, we show that visual learning style preference was not correlated with visual-spatial ability, as measured by the Purdue Spatial Visualization Test-Visualization of Rotations. Neither did learning style preference predict student success. The following paper suggests practice illustrating neuroscience concepts, or perhaps content practice in general, had a greater impact on student learning independent of learning style preference or innate visual-spatial ability.

Is everything everywhere? A hands-on activity to engage undergraduates with key concepts in quantitative microbial biogeography.

The ubiquity and ease with which microbial cells disperse over space is a key concept in microbiology, especially in microbial ecology. The phenomenon prompted Baas Becking's famous "everything is everywhere" statement that now acts as the null hypothesis in studies that test the dispersal limitation of microbial taxa. Despite covering the content in lectures, exam performance indicated that the concepts of dispersal and biogeography challenged undergraduate students in an upper-level Microbial Ecology course. Therefore, we iteratively designed a hands-on classroom activity to supplement the lecture content and reinforce fundamental microbial dispersal and biogeography concepts while also building quantitative reasoning and teamwork skills. In a class period soon after the lecture, the students formed three-to-five-person teams to engage in the activity, which included a hands-on dispersal simulation and worksheet to guide discussion. The simulation involved stepwise neutral immigration or emigration and then environmental selection on a random community of microbial taxa represented by craft poms. The students recorded the results at each step as microbial community data. A field guide was provided to identify the taxonomy based on the pom phenotype and a reference to each taxon's preferred environmental niches. The worksheet guided a reflection of student observations during the simulation. It also sharpened quantitative thinking by prompting the students to summarize and visualize their and other teams' microbial community data and then to compare the observed community distributions to the idealized expectation given only selection without dispersal. We found that the activity improved student performance on exam questions and general student satisfaction and comfort with the biogeography concepts. Activity instructions and a list of needed materials are included for instructors to reproduce for their classrooms.

Don Schultz: Integrated Marketing Communication Theory and the Internationalization Path of Chinese Enterprises

This paper explores the Integrated Marketing Communication (IMC) theory of the world-renowned marketing master Don Schultz and its implications for Chinese enterprises. By analyzing Dr. Schultz's lecture and interview content in Beijing, this paper summarizes his views on marketing concepts and, in conjunction with the characteristics of the Chinese market, proposes a series of suggestions on how Chinese enterprises can achieve internationalization goals through Integrated Marketing Communication.

Update on the ethical, legal and technical challenges of translating xenotransplantation

This manuscript reports on a landmark symposium on the ethical, legal and technical challenges of xenotransplantation in the UK. King’s College London, with endorsement from the British Transplantation Society (BTS),...

Applying Iterative Student Feedback across Flipped Classroom and Flexible Teaching Approaches: Impact on Veterinary Students' Learning Experience.

No single teaching strategy supports all learning styles in veterinary science students. To facilitate more convenient and flexible teaching, learning, and revision, an innovative online digital learning platform-VetCloud-was developed to provide access to modularized programme content across courses to promote active, integrated learning. This study aimed to understand student perceptions regarding the enhancement of the student learning experience in a foundational course in gastrointestinal anatomy and physiology at The University of Queensland across two learning cycles, via applying iterative student feedback in transitioning a flipped classroom approach using VetCloud for the delivery of lecture content in 2022 to a flexible learning approach in 2023. By 2023, the use of VetCloud in the flexible learning approach improved students' work/study/life balance, reduced their stress levels, and enabled a more efficient use of their time when studying, compared to the flipped classroom approach in 2022. Surveying student perceptions was integral to maximizing their learning experience. Data clearly demonstrates that students will mix-and-match how they interact with available options provided via flexible delivery on an individualized basis. This teaching method offers veterinary educators an innovative and efficient approach to veterinary student education in anatomy and physiology while enhancing student well-being.

Exploring Artificial Intelligence as a Remedy to the Heavy Teaching Workloads Caused by Massification of Ugandan Public Universities

Universities worldwide, particularly public universities in Uganda are facing a dilemma in which their massification has far outstripped the growth of their academic service delivery capacity, especially their actual teaching staff size. Consequently, most lecturers are struggling with heavy teaching workloads resulting from large class sizes of 100 to 300 or more students created by massification per course unit, especially at the undergraduate level. These workloads have overstretched most lecturers’ ability to teach effectively and limited their career growth by keeping them too busy to conduct research and participate in community service. The dilemma is faced at the time when Industry 4.0 has developed Artificial Intelligence (AI), which can execute different tasks, including teaching tasks in much the same way as human beings perform them. Drawing on the AI job replacement theory complemented by UTAUT and TOE, this study employed a cross-sectional questionnaire survey involving 325 respondents (deans, heads of department [HODs] and lecturers) randomly selected from five randomly selected public universities to analyse awareness of the teaching tasks AI can execute to reduce faculty members’ workload without replacing them, acceptance of AI to perform these tasks, and hindrances to its adoption. Findings from the descriptive analysis indicate that at least 74% of the deans, HODs, and lecturers were highly aware of the teaching tasks AI can perform. Most of these respondents accept AI to perform such teaching tasks that do not involve a human touch as an online search for research and lecture content, lecture dictation, student assessment and evaluation, and grading of marks. They, however, did not accept AI to execute teaching tasks that involve the human touch such as lecture planning, facilitating tutorials and discussions, assessing students’ interpersonal weaknesses that affect learning, and feedback provision. These findings allude to a need to adopt AI to execute only the teaching tasks it is accepted to perform and leave to the lecturers all the tasks they do not accept to perform. Adopting AI this way is bound to relieve the teaching workload allocated to lecturers as massification intensifies. The findings indicate, however, that AI adoption is hindered by different factors, including lack of strategic, ethical, and policy guidelines, and lack of funds and skills required to operate it. These findings point to a need for the management of Uganda’s public universities to adopt AI by lobbying the government for more funding, mobilizing necessary funds internally, training faculty members in using AI, and encouraging all of them to accept it by explaining the role it is capable of playing in reducing workloads and erasing their fear that AI could replace them

A Climate Education Experience in the Community of Morro Santa Terezinha in the City of Fortaleza in the State of Ceará (Brazil)

The study presents the evaluation of a teaching-learning process in climate education through active methodologies, as well as the perception of students in the final years of elementary school about the effects of climate variability and the occurrence of natural disasters in the region where they live in Morro Santa Terezinha in Fortaleza/CE. Thus, a questionnaire was applied to diagnose the level of knowledge of these students, the results of which supported discussions of the content in pedagogical meetings, lectures and analysis of climate information obtained from the National Institute of Meteorology and the Ceará Foundation of Meteorology and Water Resources, as well as information on the occurrence of natural disasters obtained from the Municipal Coordination of Protection and Civil Defense. This methodology enabled the students to associate scientific knowledge with the climatic reality observed in the region under study and fostered meaningful learning and protagonism, as recommended in the National Common Curriculum Base, in addition to the preparation and publication of an educational leaflet that was distributed in the school community. It was therefore concluded that the work met the objectives of motivating and arousing the interest of students and the school community in climate education and environmental preservation.

대학생 이용자의 이용 행태 및 요구 조사를 통한 대학도서관 유튜브 활성화 방안 연구

This study was conducted to present ways to activate university library YouTube through an investigation of the usage behavior and demands of domestic university students towards university library YouTube. The study proceeded as follows. First, an analysis of domestic and international university library YouTube channels was conducted to summarize the operation status and content of university library YouTube. Second, a survey was conducted targeting domestic university students who have experience using university library YouTube. The derived activation strategies are as follows. First, it is necessary to connect YouTube to the library website to make it easily accessible for university students. Second, it is necessary to promote the existence of university library YouTube to university students through offline library events and promotional materials. Third, In order to attract university student users, the university library should consistently upload content to YouTube. Fourth, providing short-form content that summarizes book information is necessary. Fifth, user education and lecture content should be provided. Sixth, interesting content should be provided. University students are sensitive to trends, and new generations will continue to enter universities in the future. YouTube's environment will also continue to change. Therefore, continuous research is necessary to activate university library YouTube.

MECHANISM FOR ASSESSING THE QUALITY OF TEACHING IN A HYBRID LEARNING FORMAT

The article is devoted to the analysis of the theoretical provisions of pedagogical research on mechanisms for assessing the quality of teaching in a hybrid learning format. The purpose of this study is to describe the features of methodological approaches to assessing the quality of teaching in a hybrid learning format in relation to the educational process in higher education. Research methods: The assessment of the quality of teaching was determined by the assessment of the quality of educational technologies (content of lectures and practical classes). Through the structure of evaluation of educational results as the quality of learning of students in the curriculum. How to evaluate the quality of education: subjective self-evaluation of teachers and objective evaluation of students through surveys and questionnaires. The resulting research results made it possible to demonstrate the theoretical and methodological basis for modeling the university’s hybrid educational environment. It became clear that the main provisions of the analysis and determination of the quality of education are the constancy of the signs of the quality of education and the component composition of the professional activity of the teacher in the university. The level assessment of the expression of each quality attribute in the analysis of educational activity is determined. The structure of educational evaluation is represented regardless of the details of the subject and the content of the discipline. Indicators for assessing the quality of education in an organized, hybrid learning format include immutability, monitoring, intercommunication, polymorphism, self-deviation, personalization, feedback, etc.

A multicenter analysis of didactic curricula in a hematology oncology fellowship program.

9031 Background: Each hematology and oncology (H/O) fellowship program has a unique educational curriculum. Best practices about how to structure the curricula in H/O programs are limited. Here, we provide the results of a multicenter assessment to understand differences in H/O fellowship didactic curricula. Methods: H/O fellows were recruited via email to be site coordinators (SC) for a multicenter study investigating H/O educational experiences. In total, we identified SCs at 27 unique programs who enrolled in the study with leadership approval. Each SC received a REDCAP survey in which they granularly described their didactic curriculum. We present descriptive statistics from this background assessment sub-study. Results: There was even geographic distribution of the programs. Programs varied in size with median 16 fellows (range 4-33). Most (71%) reported that disease-specific didactic lectures were sporadically distributed throughout the year instead of being organized into blocks by disease type. For malignant H/O, the majority (93%) had disease-specific faculty deliver the lectures. For classical hematology, 18 SCs (64%) reported most lectures were given by topic experts, however 10 noted most lectures were given by fellows (22%) or program leadership (14%). Only 1 program had access to a curated didactic series for disease specific outpatient clinic experiences. Formal journal club (JC) was included in 24 programs (86%) while 3 programs had no JC and 1 had sporadic JC on certain rotations. Only 4 (17%) had statisticians present at any JC. Introductory statistic lectures were given at 8 programs (28%). Of these, 5 had one lecture, 2 had two lectures, and 1 had a formal 5 lecture series. Most programs (79%) integrated a board-review series. Reading assignments were not included in didactics by most programs (61%). A total of 23 programs (82%) recommended access to online videos while 5 (18%) did not. None reported mandatory requirements for video use prior to lecture content. Amongst those with video access, 20 used ASH Review Series and 17 programs used MD Anderson Board Review Series. Only one program provided access and encouraged use of the ASCO Education Series. Conclusions: In this cross-sectional study, we found significant variation in the didactic structure at H/O fellowships across the country. Most programs have sporadic lecture topics as opposed to organized longitudinal block didactics. There were more content experts leading lectures for malignant H/O compared to classical hematology. Not all programs have formal JC in their curriculum with only 4 programs involving a statistician. Few programs provide formal lectures in statistics. Access to online review videos is variable and only one program had recommended access to ASCO video resources. Further research is needed to identify best practices and establish uniformity in didactic curricula for H/O trainees.

2023학년도 대학 교양 음악 교과의 운영 실태 분석

This study aims to assess music liberal arts education in South Korea and suggest future directions. To achieve this, 40 of 4-year universities across the country were selected, and the curriculum, class objectives, and course plans for the year 2023 were collected and analyzed. As a result of the analysis, in terms of operation, the music department accounted for 61.78%, while the college of Liberal Arts accounted for 23.11%. As for the types of subjects, there were general education courses (41.33%) and distribution requirement courses (47.56%), and names of areas related to art or humanities were used. Content and method of lectures were categorized as follows: music theory lectures (68.21%), music applied lessons (31.79%), music convergence theory lectures (30.39%), and music convergence applied lessons (9.62%). While music lectures emphasized history, singing, and instruments, convergence lectures emphasized humanities. The proposal suggests securing professional lecturers to enhance liberal arts music education autonomy and developing diverse, high-quality music and convergence subjects.

Enhancing comfort of resident physicians treating adults with intellectual and developmental disabilities by facilitating meaningful interactions.

Many physicians feel uncomfortable caring for patients with intellectual and developmental disabilities (IDD). While some residency training programs include lecture content on IDD, few provide structured experiences with individuals with IDD. One strategy for improving comfort is "contact theory:" increasing interactions with "dissimilar" people can lead to decreased negative attitudes toward that population. Evaluate the impact of an interactive session on resident physicians' comfort with adults with IDD. Small groups of resident physicians and artists with IDD collaborated on art projects during the noon conference. A prospective pre-post-intervention survey, including the validated Interaction with Disabled Persons Scale (IDP), evaluated residents' comfort with patients with IDD before and after the session. 53 residents completed both pre- and post-conference surveys. Mean IDP scores decreased from 78.7 (10.9) to 75.8 (9.5; p < 0.01), indicating decreasing discomfort. The mean level of comfort interacting with individuals with IDD increased from uncomfortable 3.6 (1.2), before the intervention, to comfortable 4.4 (1.2) after the intervention (p = <0.01). The mean level of comfort treating individuals with IDD increased from uncomfortable 3.5 (1.1) to comfortable 4.1 (1.3) after the intervention (p < 0.01). Providing resident physicians with real-life connections with people with IDD was associated with increased comfort. If statistically significant improvements occurred after one session, future studies should evaluate if additional experiences with people with IDD could have more substantial, lasting impacts on future doctors' comfort with and willingness to care for patients with IDD.

Radiation Oncology Resident Education: Is Change Needed?

Leading successful change efforts first requires assessment of the "before change" environment and culture. At our institution, the radiation oncology (RO) residents follow a longitudinal didactic learning program consisting of weekly 1-h lectures, case conferences, and journal clubs. The resident didactic education series format has not changed since its inception over 10years ago. We evaluated the perceptions of current residents and faculty about the effectiveness of the curriculum in its present form. Two parallel surveys were designed, one each for residents and attendings, to assess current attitudes regarding the effectiveness and need for change in the RO residency curriculum, specifically the traditional didactic lectures, the journal club sessions, and the case conferences. We also investigated perceived levels of engagement among residents and faculty, whether self-assessments would be useful to increase material retention, and how often the content of didactic lectures is updated. Surveys were distributed individually to each resident (N = 10) and attending (N = 24) either in-person or via Zoom. Following completion of the survey, respondents were informally interviewed about their perspectives on the curriculum's strengths and weaknesses. Compared to 46% of attendings, 80% of RO residents believed that the curriculum should be changed. Twenty percent of residents felt that the traditional didactic lectures were effective in preparing them to manage patients in the clinic, compared to 74% of attendings. Similarly, 10% of residents felt that the journal club sessions were effective vs. 42% of attendings. Finally, 40% of residents felt that the case conferences were effective vs. 67% of attendings. Overall, most respondents (56%) favored change in the curriculum. Our results suggest that the perceptions of the residents did not align with those of the attending physicians with respect to the effectiveness of the curriculum and the need for change. The discrepancies between resident and faculty views highlight the importance of a dedicated change management effort to mitigate this gap. Based on this project, we plan to propose recommended changes in structure to the residency program directors. Main changes would be to increase the interactive nature of the course material, incorporate more ways to increase faculty engagement, and consider self-assessment questions to promote retention. Once we get approval from the residency program leadership, we will follow Kotter's "Eight steps to transforming your organization" to ensure the highest potential for faculty to accept the expectations of a new curriculum.

포스트 코로나 시대의 간호대학생이 추구하는 교수학습법 유형

Objectives The purpose of this study was to understand the characteristics of each type of nursing students by examining and categorizing the perception structure of nursing students through Q methodology and to present strategies for developing nursing education programs to apply and improve teaching and learning methods. Methods In order to organize the method Q population, a written interview on the facilitation teaching and learning method experienced by nursing students and a literature review related to the facilitation teaching and learning method were conducted. Based on the results derived through this, a total of 34 Q statements were extracted through the process of selecting duplicate or ambiguous sentences. Q Sample statements were classified into a normal distribution table on a 9-point scale by 40 nursing college students, and the data collected through this were analyzed using the pc-QUANAL program. Results As a result of the analysis of the results, five types of perception of facilitation teaching and learning meth-ods experienced by liver nursing college students were identified. The first type was an autonomous and demo-cratic class atmosphere pursuit type, the second type was a clear lecture content delivery wish type, the third type was an efficient teaching and learning method pursuit type, and the fourth type was a learner-customized teach-ing and learning method pursuit type. Conclusions Through this study, it is expected that nursing universities will be an opportunity to apply educational media and educational tools of nursing education to develop nursing education programs that effectively apply the Facilitation Teaching and Learning Method. In addition, it can be used as basic data for the development of educa-tional media that helps to conduct high-quality nursing education.