Teaching Nurse Practitioner Students Informed Consent Using Audiovisual Peer Feedback

Teaching Nurse Practitioner Students Informed Consent Using Audiovisual Peer Feedback
Sabrina Dollar Kopf, Liang Shan, Somali Nguyen, Tracie White, Rebecca Suttle, Hiboombe Haamankuli
The Journal for Nurse Practitioners, July–August 2024
Abstract
Teaching informed consent is vital to the education of nurse practitioners. However, measures to improve student engagement and content comprehension are lacking. An online course module was created that included a didactic lecture followed by an audiovisual assignment with peer feedback. A pre- and post-survey to assess content comprehension and engagement was conducted. One hundred forty-four students participated in the learning activity. There was a statistical improvement in certain content comprehension-related questions. Audiovisual tools incorporating peer feedback can enhance traditional lecture-based asynchronous graduate nursing education by improving student engagement and comprehension.