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Background: Oral presentation skills (OPS) are vital for nursing students as they enhance communication between instructors and peers, fostering effective learning. Proficiency in OPS is a crucial indicator of learning success, enabling students to articulate significant insights and prepare for clinical practice where communication is paramount. Objective: This study aimed to evaluate the impact of lecture-based interventions on the oral PowerPoint presentation (OPP) skills of undergraduate nursing students. Methods: A quasi-experimental, nonequivalent posttest-only design was employed with 100 third-year Bachelor of Sciences in Nursing-Generic (BSNG) students from two institutions in Shaheed Benazirabad District, Sindh, Pakistan. Participants were divided into an experimental group (n=50) receiving a structured lecture intervention on OPP preparation, and a control group (n=50) with no specific training. The intervention covered topic selection, content organization, delivery techniques, and conclusions. Evaluations were conducted using a 15-item assessment scale, focusing on content, organization, delivery, and conclusion. Data analysis was performed using SPSS version 25. Results: The experimental group demonstrated superior performance in content clarity (80% good), organization (90% logical progression), and delivery (70% good eye contact) compared to the control group, which showed lower scores in these areas (30% good content clarity, 60% logical progression). Conclusion: Lecture-based interventions significantly improve OPP skills among nursing students, enhancing both content quality and delivery proficiency, thereby preparing students for effective communication in clinical settings.
Talpur et al. (Tue,) studied this question.
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