AIM: This pilot study sought to evaluate the effectiveness of academic podcasts in promoting knowledge retention and application in nursing students. BACKGROUND: Nursing education no longer simply occurs in a fixed location or time. Computer-enhanced mobile learning technologies, such as academic podcasts, must be grounded in pedagogically sound characteristics to ensure effective implementation and learning in nursing education. METHOD: A convenience sample of 35 female undergraduate nursing students was randomized into three groups: a traditional face-to-face lecture group, an unsegmented (non-stop) podcast lecture group, and a segmented podcast lecture group. Retention and application of information were measured through a multiple-choice quiz and a case study based on lecture content. RESULTS: Students in the segmented podcast lecture group demonstrated higher scores on multiple-choice and case-study assessments than those in the other two groups. CONCLUSION: Nurse educators should be aware of this finding when seeking to employ podcast lectures in nursing education.
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Karen S. Abate (2013) studied this question.
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