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Background <p>Disasters are increasingly prevalent nowadays, whether it is mass casualty incidents, pandemics, or the growing impact of climate change and conflicts. Nursing students should be prepared to be competent nurses, so that they can react safely and efficiently in the healthcare system. However, research on how advanced technology, such as artificial intelligence (AI)-powered videos, in disaster nursing education remains limited. Therefore, this study aims to investigate the impact of AI-powered animation videos on undergraduate nursing students’ knowledge and learning perception of disaster preparedness.</p> Methods <p>This study adopted a quantitative design involving seventy-five undergraduate nursing students. A flipped classroom approach, grounded in the Cognitive Theory of Multimedia Learning, was implemented through the use of micro-modules with AI-powered videos and interactive mini-games. Students’ disaster preparedness was assessed by using a pretest-posttest approach, with the pretest administered one week before the micro-module and the posttest conducted at the end of the course.</p> Results <p>Significant improvement in disaster preparedness was shown in the posttest compared with both the pretest and the prior cohort. Students reported feeling confident with self-directed learning (mean scores: 3.88 to 3.99) and satisfied with the content delivery (mean scores: 3.95 to 3.99) and expressed high overall satisfaction (mean scores: 3.93 to 4.01).</p> Conclusion <p>The findings suggest that the integration of AI-powered videos into the flipped classroom curriculum was feasible and effective strategy for disaster education in nursing curricula. By presenting complex disaster preparedness concepts, in manageable sessions, the intervention facilitated significant improvements in students’ knowledge acquisition and fostered positive learning perceptions. These findings underscore the potential of AI powered instructional strategies to strengthen disaster preparedness among nursing students and support the development of a more resilient and practice ready healthcare workforce.</p>

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From fear to fun: leveraging AI-powered videos in nursing education for disaster preparedness

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年8月4日

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  • Joanna W. Y. Yeung,
  • Fiona W. K. Tang,
  • H. Y. Cheng

摘要

Background

Disasters are increasingly prevalent nowadays, whether it is mass casualty incidents, pandemics, or the growing impact of climate change and conflicts. Nursing students should be prepared to be competent nurses, so that they can react safely and efficiently in the healthcare system. However, research on how advanced technology, such as artificial intelligence (AI)-powered videos, in disaster nursing education remains limited. Therefore, this study aims to investigate the impact of AI-powered animation videos on undergraduate nursing students’ knowledge and learning perception of disaster preparedness.

Methods

This study adopted a quantitative design involving seventy-five undergraduate nursing students. A flipped classroom approach, grounded in the Cognitive Theory of Multimedia Learning, was implemented through the use of micro-modules with AI-powered videos and interactive mini-games. Students’ disaster preparedness was assessed by using a pretest-posttest approach, with the pretest administered one week before the micro-module and the posttest conducted at the end of the course.

Results

Significant improvement in disaster preparedness was shown in the posttest compared with both the pretest and the prior cohort. Students reported feeling confident with self-directed learning (mean scores: 3.88 to 3.99) and satisfied with the content delivery (mean scores: 3.95 to 3.99) and expressed high overall satisfaction (mean scores: 3.93 to 4.01).

Conclusion

The findings suggest that the integration of AI-powered videos into the flipped classroom curriculum was feasible and effective strategy for disaster education in nursing curricula. By presenting complex disaster preparedness concepts, in manageable sessions, the intervention facilitated significant improvements in students’ knowledge acquisition and fostered positive learning perceptions. These findings underscore the potential of AI powered instructional strategies to strengthen disaster preparedness among nursing students and support the development of a more resilient and practice ready healthcare workforce.