What is it about?

With an increasing number of nursing students in higher education institutions in Tanzania, traditional student presentation pedagogies are insufficient to enhance effective learning. Pecha Kucha presentation is a new promising approach that can improve students’ speaking skills, learning process, creativity, and students’ engagement in learning. It involves the use of 20 slides where each covers 20 s, thus making a total of 6 min and 40 s. The current study will assess the effect of Pecha Kucha’s presentation on presentation knowledge, skills, and learning satisfaction among nursing students in Tanzania

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Why is it important?

This study will address and complement the global need to invest in nursing in an attempt to prepare competent nurses who are capable of solving complex health challenges through critical thinking, analysis, collaboration, and effective communication. The study will inform policymakers, health training institutions, and educators about a new engaging, and innovative nursing student presentation approach that enhances students’ creativity, critical thinking skills, and meaningful learning. The referred nursing students’ presentation approach intends to equip the students with survival and life skills in the 21st century in an attempt to meet the global economy and job opportunities

Perspectives

Most nursing professionals demonstrates lingual and self-expression incompetence in diverse environments including administrative positions, conference presentation, meetings and/or report and case presentation in classroom or clinical setting. Adopting innovative pedagogical approaches such as Pecha-Kucha Presentation as a teaching and learning strategy may help solve the challenge in nursing education

Dr. Walter C. Millanzi
The University of Dodoma (UDOM)

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This page is a summary of: Enhancing nursing student presentation competences using Facilitatory Pecha kucha presentation pedagogy: a quasi-experimental study protocol in Tanzania, BMC Medical Education, September 2023, Springer Science + Business Media,
DOI: 10.1186/s12909-023-04628-z.
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