Evaluating the Effectiveness of AI-Generated Health Educational Videos on Nursing Students’ Knowledge Acquisition of the International Patient Safety Goals (IPSG)
DOI:
https://doi.org/10.69569/jip.2025.622Keywords:
AI-generated health educational videos, International patient safety goals, Knowledge acquisition, Nursing education, True experimental researchAbstract
This study addressed the limited focus on the specific educational needs of undergraduate nursing students in existing AI in healthcare research, particularly in relation to the International Patient Safety Goals (IPSG). While AI-generated health educational videos offer potential benefits, their effectiveness in enhancing understanding of IPSG remains underexplored. A true experimental pretest–posttest design was employed with 60 first-year nursing students from a university in Quezon City, who were selected through stratified random sampling and randomly assigned to either a control or experimental group. A researcher-made questionnaire, consisting of a 30-item multiple-choice test and a six-item situational test, was used to measure both knowledge acquisition and practical application. The pretest revealed comparable baseline knowledge levels (control: M = 26.33, SD = 4.11; experimental: M = 27.17, SD = 2.76), both of which were categorized as “Average.” Following the intervention, the experimental group demonstrated a significant improvement (M = 29.63, SD = 2.13), as indicated by a paired-sample t-test yielding a statistically significant t-value of 6.251 (p < .001). These results suggest that AI-generated videos are a valuable supplementary instructional tool in nursing education. Limitations included the short intervention period, absence of long-term retention measures, and the study’s single-institution scope. The contribution of this study lies in demonstrating the potential of AI-generated videos as a transformative approach in nursing education. If validated on a larger scale, these tools could establish a more standardized, scalable, and accessible mode of teaching patient safety concepts. Beyond supporting individual learning, they may address gaps in instructional quality across institutions, promote consistency in patient safety training, and strengthen clinical preparedness among nursing students. In this way, the study provides both theoretical insights into the role of AI in education and practical evidence to inform curriculum development, institutional policies, and future research on technology-enhanced learning in healthcare.
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