Is that really my movement?—Students' experiences of a video-supported interactive learning model for movement awareness

Abstract

Healthcare staff and students have a great risk of developing musculoskeletal symptoms. One cause of this is heavy load related work activities such as manual handling, in which the quality of individual work technique may play a major role. Preventive interventions and well-defined educational strategies to support movement awareness and long-lasting movement changes need to be developed. The aim of the present study was to explore nursing students’ experiences of a newly developed interactive learning model for movement awareness. The learning model, which is based on a life-world perspective with focus on interpersonal interaction, has been used with 11 undergraduate students from the second and final year. Each student participated in three individual video sessions with a facilitator. Two individual interviews were carried out with each student during the learning process and one interview 12–18 months after the last session. The interviews were audio-recorded and transcribed verbatim, and a phenomenological hermeneutic method inspired by Paul Ricoeur and described by Lindseth and Norberg was used to interpret the interviews and diary notes. The interpretation resulted in three key themes and nine subthemes. The key themes were; “Obtaining better preconditions for bodily awareness,” “Experiencing changes in one's own movement,” and “Experiencing challenges in the learning process.” The interactive learning model entails a powerful and challenging experience that develops movement awareness. The experience of meaningfulness and usefulness emerges increasingly and alternates with a feeling of discomfort. The learning model may contribute to the body of knowledge of well-defined educational strategies in movement awareness and learning in, for example, preventive interventions and ergonomic education. It may also be valuable in other practical learning situations where movement awareness is required.

Manual Material Handling Training: The Effect of Self-Observation, Hetero-Observational and Intrinsic Feedback on Workers’ Knowledge and Behaviour

“…Furthermore, Backåberg, Rask et al [18], observed that self-observation promoted body self-awareness. In their qualitative study, they identified that participants pointed out the positive effects of describing verbally the body positions adopted at the beginning of the session [19]. As regards the results of Backåberg et al [18,19], the present study complemented the SSO and HFF with promoting the intrinsic feedback.…”

“…As far as we know, self-observation (specifically self-modelling) has been applied as a training method for reducing musculoskeletal risk among office workers using computers, showing positive effects [17]. It has also been implemented to improve movement awareness among nursing students, who highlighted its usefulness and its cognitive impact with regard to changing body postures during patient transfer [18,19]. In all these cases, self-observation was done through video.…”

“…Additionally, another way to conduct self-observation in a natural environment is through ambulatory assessment (e.g., using a self-report questionnaire) [22,23]. Studies have shown that ambulatory assessment as an intervention component promotes self-awareness and behavioural change [19,24]. However, it is important to take into account that these behaviour changes can also be caused by reactivity [22,25].…”

Experiences of using a video-based learning model during a long-term process of movement awareness and learning – a hermeneutical study

“…The benefits of using video to provide feedback have been proposed in different practical learning situations, such as supporting physiotherapy students in their practical skills development [9] and as support for physical performance within an exercise programme among older adults [10]. A learning situation watching oneself on video may provoke feelings of discomfort and displeasure for the learner in the initial phase at the same time as it is experienced as being useful [11]. However, little is known about experiences of using video feedback as a means for enhancing personal movement learning and development in a long-term perspective.…”

“…Previous studies have shown that the model supports the visualisation of movements and the development of movement awareness and self-analysis among nursing students [ibid.] and the potency in the experience of encountering one's own movement [11]. However, experiences of using the video-based learning model as a means to support movement awareness and learning in a long-term perspective are not explored previously.…”