Teaching Strategies: A Microteaching Project for Nurses in Virginia

Crosby, Marian H.

doi:10.1097/00006199-197703000-00021

Cited by 3 publications

(3 citation statements)

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“…Compared to conventional training, microteaching has been proven to be effective in terms of long-term retention of learning, consuming much less time, and minimal logistic issues 12,24. Some other studies have also shown that apart from immediate effect posttraining, microteaching has been shown to demonstrate long-term retention of learned behaviors 13,28…”

Section: Discussionmentioning

confidence: 97%

Improving quality of home-based postnatal care by microteaching of multipurpose workers in rural and urban slum areas of Chandigarh, India: a pilot study

Gupta

Tripathy

Jamir

et al. 2016

AMEP

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BackgroundMicroteaching is an efficient teaching tool to improve skills. Until now, its use is very limited in the health sector. A pilot study was carried out to improve the quality of home-based postnatal care by microteaching of health workers (HWs) and ascertain its feasibility for supportive supervision.MethodsAll (n=12) the HWs catering to a population of ~0.1 million were video recorded while performing home-based postnatal check up in Chandigarh from August 2013 to December 2014. After each round, HWs were shown their videos and trained in the facility and at home. Video recordings, assessments followed by training, continued until HWs acquired the intended skills. A pretested structured checklist based on the national home-based postnatal care guidelines was used for recording and assessing of postnatal skills. A score “0” given for no task, “1” for incorrectly done or partially done task, and “2” for correct task. The average score of each round was calculated and compared.ResultsThe overall skill assessment score improved from 0.64 to 1.76, newborn examination skill from 0.52 to 1.63, maternal examination from 0.54 to 1.62, and counseling from 1.01 to 1.85 after three rounds of video recording. The proportion of HWs carrying a thermometer increased from 21% to 100%. Second and third rounds of video recording and microteaching were successfully carried out by the program supervisors.ConclusionThis was the first study to report on the effective use of microteaching in improving home-based postnatal care skills of the health care workers and its feasibility for supportive supervision.

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Section: Discussionmentioning

confidence: 97%

Improving quality of home-based postnatal care by microteaching of multipurpose workers in rural and urban slum areas of Chandigarh, India: a pilot study

Gupta

Tripathy

Jamir

et al. 2016

AMEP

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“…At the same time, the clinical practice opportunities for nursing students are very limited due to the current domestic medical environment. Therefore, the traditional teaching method is difficult to stimulate the initiative, creativity, enthusiasm and potential of nursing students [3].…”

Section: Discussionmentioning

confidence: 99%

Application of Micro-Teaching in the Training of Intravenous Indwelling Needle Infusion for Clinical Nursing Students

You¹,

Liu²

2019

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Objective: To explore the application effect of micro-teaching in the training of intravenous indwelling needle for clinical nursing students. Methods: A total of 102 undergraduate nursing students who were interned in our department from July 2016 to February 2018 were assigned randomly to the experimental group and the control group, 51 for each. The traditional teaching method was used in the control group for the training of intravenous indwelling needle infusion skills, whereas the micro-teaching method was used in the experimental group. Before the end of the internship, the two groups of interns were given a score test of intravenous indwelling needle infusion skills and an anonymous questionnaire survey on teaching effects. Results: The results of the skill test showed that the total scores of the control group and the experimental group were (76.73 ± 1.67) and (84.12 ± 1.90), respectively, and the difference was statistically significant (p < 0.01). According to the questionnaire survey, the percentage of the students in experimental group who had a positive attitude toward teaching methods, interest in learning, self-learning ability, and learning efficiency, was higher than that in the control group, and there was a statistical significance (p < 0.05). Conclusion: Microteaching can effectively promote the nursing students' mastery of intravenous indwelling needle infusion skills, stimulate interest in learning, improve self-learning ability, improve learning efficiency and achieve satisfactory teaching effects.

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“…Medical Education Units in each medical college are sensitizing medical teachers in basic education techniques and one of the most useful methods among them for teacher improvement is Microteaching. Microteaching originated in the 1960s at Stanford University, USA, as a tool for training of student teachers [2] . Microteaching sessions are miniature [3] , under scrutiny of observers who give immediate feedback to teacher about various aspects of teaching [4] , based on a pre-decided check list.…”

Section: Introductionmentioning

confidence: 99%

Comparative Study of Responses from Different Groups in Microteaching

Mathew¹

2018

jmscr

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Teaching Strategies: A Microteaching Project for Nurses in Virginia

Cited by 3 publications

References 0 publications

Improving quality of home-based postnatal care by microteaching of multipurpose workers in rural and urban slum areas of Chandigarh, India: a pilot study

Improving quality of home-based postnatal care by microteaching of multipurpose workers in rural and urban slum areas of Chandigarh, India: a pilot study

Application of Micro-Teaching in the Training of Intravenous Indwelling Needle Infusion for Clinical Nursing Students

Comparative Study of Responses from Different Groups in Microteaching

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