Effect of a video on developing skills in undergraduate nursing students for the management of totally implantable central venous access ports

A Simulation Pedagogical Approach to Engaging Generalist Pre-service Teachers in Physical Education Online: The GoPro Trial 1.0

“…Similar to other professions such as medicine (Hibbert et al, 2013), viewing correct skill executions, peer interactions, demonstrations and role modelling of correct procedures provides an important form of learning. Simulating classroom experiences can ensure students are introduced to skills and techniques in the comfort of their own environments which can reduce anxiety of performing and demonstrating skills on the spot (Cardoso et al, 2012). Video footage of practical classes can provide a learning tool for students that provide deep information, a variety of content, can be easily accessed via online platforms and when accessed via mobile technology can be a convenient, engaging resource (Cardoso et al, 2012;Hibbert et al, 2013;Kelly et al, 2009;Lynch et al, 2012;Roshier et al, 2011).…”

“…Although beginning to be used within medical professions and science education in higher education (Cardoso et al, 2012;Frøyland, Remmen, Mork, Ødegaard, & Christiansen, 2015;Kelly et al, 2009;Kindt, 2011;Metcalfe, Jonas-Dwyer, Saunders, & Dugmore, 2015;Roshier et al, 2011), there has been little reported use of simulation learning methods for those learning practical PE via online teacher education platforms. It is important for PSTs to have learning experiences based around managing the PE learning environment and development of content knowledge relating to movements skills that imitate the appearances, diverse physical activities and the characteristics of those that are able to attend classes on campus.…”

“…Simulated teaching pedagogy has previously been utilised in higher education through platforms such as:  'Voki' (a talking on-screen figure utilised to simulate instructions) (Anderson, Page, & Wendorf, 2013);  'SecondLife' (a 3D virtual world where users can socialise, connect, create and learn using free voice and text chat) (Warburton, 2009) and;  'Electronic gaming' (use of games to solve complex learning situations) (Liu, Cheng, & Huang, 2011). Despite these platforms to enhance the simulated learning experiences of higher education students across a number of disciplines such as medicine and science education (Cardoso et al, 2012;Frøyland, Remmen, Mork, Ødegaard, & Christiansen, 2015;Kelly et al, 2009;Kindt, 2011;Metcalfe, Jonas-Dwyer, Saunders, & Dugmore, 2015;Roshier et al, 2011), providing simulating experiences that mimic 'authentic' traditional classroom practical experiences in PE has often been overlooked. The practical nature of the discipline and limited access to practical activities for students learning externally, especially from remote locations underscores the importance of simulated pedagogy within practical PE classes.…”

The technological integration of a simulation pedagogical approach for physical education: The GoPro PE trial 1.0

“…Despite such electronic platforms enhancing the learning experiences of university PSTs across disciplines such as science and medical education (Cardoso et al, 2012;Frøyland, Remmen, Mork, Ødegaard, & Christiansen, 2015;Kelly, Lyng, McGrath, & Cannon, 2009;Kindt, 2011;Metcalfe, Jonas-Dwyer, Saunders, & Dugmore, 2015;Roshier et al, 2011), facilitating simulated teaching experiences that resemble more 'life-like' and 'actual' practical learning experiences in PE has often been overlooked. The practical nature of the PE discipline and reduced access for externally based PSTs (for example, in regional and remote locations) justifies the use of simulated pedagogical methods to enhance practical PE classes for this particular cohort.…”

“…Additionally, the anxiety of undertaking performances and demonstrations on the spot can be reduced by introducing practical techniques and skills in the comfort of students' own settings (Cardoso et al, 2012). Capturing video of practical experiences and delivering this via mobile technology has the potential to provide useful learning experiences through the facilitation of a diverse range of learning content that is easily accessible and encompasses online convenience (Cardoso et al, 2012;Hibbert et al, 2013;Kelly et al, 2009;Lynch et al, 2012;Roshier et al, 2011).…”