Purpose: The purpose of this study was to validate the effectiveness of a video education program delivered via smartphone for patients undergoing echocardiography. Methods: A pre-post quasi-experimental design was used. The video education program was developed through a process of analysis, design, development, implementation, and evaluation according to the ADDIE instructional design model. A total of 34 adult outpatients aged 19 years or older were recruited for the study. They were randomly assigned into an experimental group (n=17) and a control group (n=17). Pre- and post-anxiety, knowledge level, and education satisfaction after the intervention were measured. The data were analyzed by an χ²-test, Mann–Whitney U test, and Wilcoxon signed-rank test using IBM SPSS Statistics 27.0. Results: No difference were found in the state anxiety level between the two groups before and after the video education program intervention. However, the experimental group showed a significant higher knowledge level compared to the control group (Z=-3.07, p=.002) after the intervention. The education satisfaction level of the experimental group was also significantly higher (Z=-3.62, p<.001). Conclusion Based on these results, it can be concluded that the echocardiography video education program developed based on the ADDIE model provides efficient information to echocardiography patients and increases their education satisfaction. It is an effective nursing intervention that enables an indirect experience of the special examination that patients will experience by providing information reflecting environmental characteristics and the opinions of patients and can be used in clinical practice as an efficient education method employing self-learning.

Purpose: The purpose of this study was to validate the effectiveness of a video education program delivered via smartphone for patients undergoing echocardiography. Methods: A pre-post quasi-experimental design was used. The video education program was developed through a process of analysis, design, development, implementation, and evaluation according to the ADDIE instructional design model. A total of 34 adult outpatients aged 19 years or older were recruited for the study. They were randomly assigned into an experimental group (n=17) and a control group (n=17). Pre- and post-anxiety, knowledge level, and education satisfaction after the intervention were measured. The data were analyzed by an χ²-test, Mann–Whitney U test, and Wilcoxon signed-rank test using IBM SPSS Statistics 27.0. Results: No difference were found in the state anxiety level between the two groups before and after the video education program intervention. However, the experimental group showed a significant higher knowledge level compared to the control group (Z=-3.07, p=.002) after the intervention. The education satisfaction level of the experimental group was also significantly higher (Z=-3.62, p<.001). Conclusion Based on these results, it can be concluded that the echocardiography video education program developed based on the ADDIE model provides efficient information to echocardiography patients and increases their education satisfaction. It is an effective nursing intervention that enables an indirect experience of the special examination that patients will experience by providing information reflecting environmental characteristics and the opinions of patients and can be used in clinical practice as an efficient education method employing self-learning.

Purpose: The purpose of this study was to validate the effectiveness of a video education program delivered via smartphone for patients undergoing echocardiography. Methods: A pre-post quasi-experimental design was used. The video education program was developed through a process of analysis, design, development, implementation, and evaluation according to the ADDIE instructional design model. A total of 34 adult outpatients aged 19 years or older were recruited for the study. They were randomly assigned into an experimental group (n=17) and a control group (n=17). Pre- and post-anxiety, knowledge level, and education satisfaction after the intervention were measured. The data were analyzed by an χ²-test, Mann–Whitney U test, and Wilcoxon signed-rank test using IBM SPSS Statistics 27.0. Results: No difference were found in the state anxiety level between the two groups before and after the video education program intervention. However, the experimental group showed a significant higher knowledge level compared to the control group (Z=-3.07, p=.002) after the intervention. The education satisfaction level of the experimental group was also significantly higher (Z=-3.62, p<.001). Conclusion Based on these results, it can be concluded that the echocardiography video education program developed based on the ADDIE model provides efficient information to echocardiography patients and increases their education satisfaction. It is an effective nursing intervention that enables an indirect experience of the special examination that patients will experience by providing information reflecting environmental characteristics and the opinions of patients and can be used in clinical practice as an efficient education method employing self-learning.