Methods: Using case study eight-two nursing freshmen participated in human growth and development course in the 2013 spring semester. In each class, participants watched film (CE), participated in think pair share (RO), synthesized from educator’s lecture (AC), and wrote a composition (AE) based on Kolb’s four learning stages. After class 74 participants (90.2%) filled out a questionnaire to analyze satisfaction of cinenurducation according to students’ learning style and learning content, and open-ended survey to find merits and demerits of cinenurducation.
Results: This study showed high satisfaction of cinenurducation regardless of learning type (F=0.17, p=.913) including Diverger, Accomodator, Converger, and Assimilator, and content concerning child growth and development (F=1.24, p=.302) including Infant, Toddler, Preschooler, Schooler, and Adolescent stage. Advantages of cinenurducation included it being “fun and interesting,” “helpful to understand the characteristics of children,” and “develop critical thinking through discussions.” Disadvantages included “long time needed,” and “burdensome.”
Conclusion: Films are advantageous in that they provide indirect experience for nursing students. Selection of appropriate films and evaluation of learning goal achievements are important to maximize the effectiveness of cinenurducation.