Impact of Lecture Method on Preparing Oral Presentations Among Undergraduate Nursing Students at Two Nursing Colleges of Shaheed Benazirabad District, Sindh
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Abstract
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.
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