Undergraduate nursing students' use of video technology in developing confidence in clinical skills for practice: A systematic integrative literature review

Stone, Renee; Cooke, Marie; Mitchell, Marion

doi:10.1016/j.nedt.2019.104230

Cited by 44 publications

(37 citation statements)

References 31 publications

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“…These findings align with those of Archibald, Ambagtsheer, Casey and Lawless 2019, who indicate that IVT enables smooth communication between multiple groups of individuals residing in different geographically dispersed areas in contexts with limited resources. These results also tally with those of Stone, Cooke, and Mitchell (2020) and Hurst (2016) who argue that video technology provides an accommodative lecturing option for contemporary student populations and also fosters the acquisition of clinical skills (Lee et al, 2016). It also emerged from the themes of this study that IVT was viewed by participants as an ideal mode of teaching and learning that can save both capital and time.…”

Section: Positive Experiences Of the Use Of Ivt As A Mode Of Teachingsupporting

confidence: 84%

Interactive Video Technology as A Mode of Teaching: A Qualitative Analysis of Nursing Students’ Experiences at A Higher Education Institution in Namibia

Joel¹,

Ashipala²,

Kamenye³

2020

IJHE

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Interactive video technology (IVT) remains one of the common modes of teaching utilised by various higher education institutions (HEIs) across the globe with an aim of catering to ever-increasing educational demands. The objectives of this study were to explore and describe the experiences of nursing students on the use of IVT as a mode of teaching General Nursing Science with a view to describing the aspects that affect their learning. The study was conducted at one of the satellite campuses of an HEI located in north-eastern Namibia. In this study, a qualitative, exploratory and descriptive design was used. A total of fifteen nursing students from the Faculty of Health Sciences in the School of Nursing, purposively selected from the population of fourth-year nursing students who were taught via IVT, participated in the study. Data were collected using semi-structured interviews and analysed by means of content analysis. Three main themes subsequently emerged: nursing students experienced the IVT as a beneficial mode of teaching; the use of IVT as a mode of teaching resulted in certain negative experiences for nursing students; and the presence of certain strategies that strengthen IVT as a teaching mode. The study identified both positive and negative student experiences resulting from the use IVT as a mode of teaching. It was therefore concluded that the School of Nursing should continue to use IVT as a mode of teaching, but should put certain interventions in place to strengthen it and to make the learning environment more favourable for students.

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Section: Positive Experiences Of the Use Of Ivt As A Mode Of Teachingsupporting

confidence: 84%

Interactive Video Technology as A Mode of Teaching: A Qualitative Analysis of Nursing Students’ Experiences at A Higher Education Institution in Namibia

Joel¹,

Ashipala²,

Kamenye³

2020

IJHE

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“…Behovet for å sikre at studentene får grunnleggende innføring og trening i avanserte pasientnaere kliniske prosedyrer før praksis, har økt, og dette er begrunnet i økte effektivitets-og produksjonskrav i spesialisthelsetjenesten (Riksrevisjonen, 2016;Helsedirektoratet, 2017). Studentene selvrapporterer om usikkerhet og manglende tillit til egen mestring av praktisk ferdigheter, hvilket også dokumenteres i flere studier (Stone et al, 2020;Damsgaard, 2019). Mestringstillit (engelsk: self-efficacy) er en viktig dimensjon av studiekvaliteten og spiller en vesentlig rolle i laeringsprosessen (Ritchie, 2015).…”

Section: Innledningunclassified

“…Det å undervise studentene i psykomotoriske ferdigheter er utfordrende (Stone et al, 2020;Forbes et al, 2016;Oztürk & Dinc, 2014). Selv om studentene trener på å utføre prosedyrer i skolens ferdighetssenter, får de ikke tilstrekkelig treningundervisningen er tidkrevende, og det nødvendige utstyret er svaert kostbart.…”

Section: Innledningunclassified

“…Flere studier rapporterer om betydningen av video som pedagogisk verktøy for å utvikle psykomotoriske kliniske ferdigheter og bedre den kliniske kompetansenbåde kvalitative studier (Hurst, 2016), kohortstudier (Holland et al, 2013), RCT-studier (del Blanco, 2017;Lee et al, 2016;Weber, 2016) og oversiktsartikler (Stone et al, 2020;van der Meij, 2017;Forbes et al, 2016). Laering av prosedyreferdigheter er et visuelt intensivt fag, og data fra nevnte studier gir grunn til å tro at bruken av video kan støtte tilegnelse av kliniske ferdigheter.…”

Section: Kunnskapsstatus Og Teoretisk Perspektivunclassified

“…YouTube-videoer benyttes også til opplaering av praktiske ferdigheter, men utfordringen er å finne faglig gode og relevante videoer (Azer, 2012;Duncan et al, 2013). Flere studier presiserer at det mest positive laeringsmiljøet oppnås når video benyttes i kombinasjon med andre undervisningsmetoder og annen praksis (Stone et al, 2020;Holland et al, 2013;Kelly et al, 2009). Innhold og laeringsutbytter må samstemme, og bruken av video må implementeres og integreres i studieprogrammet for å sikre en målrettet og meningsfull laeringsprosess (Stone et al, 2020;Sowan & Idhail, 2014).…”

Section: Kunnskapsstatus Og Teoretisk Perspektivunclassified

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Bruk av video i klinisk ferdighetstrening. En kvantitativ studie

Wevling

Hjelmeland

Grønlien

2021

Uniped

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Kliniske ferdigheter er avgjørende for utvikling av operasjonssykepleiers kompetanse, men økte effektivitets-og produksjonskrav i spesialisthelsetjenesten kan representere en utfordring for studentenes ferdighetstrening og mestringstillitt. En høy mestringstillitt øker motivasjon, kognisjon, pågangsmot, interesse og initiativ til handling, noe som gir større mulighet for å lykkes. En kvantitativ pilot studie ble utført for å undersøke potensielle fordeler ved bruk av instruksjonsvideoer i laeringsprosessen av kliniske prosedyrer og deres bidrag for å bedre mestringstilliten til studenter innen videreutdanning i operasjonssykepleie. Fem instruksjonsvideoer med kliniske prosedyrer laget av faglaerere, var tilgjengelig for studentene gjennom hele studiet. I analysen benyttes deskriptiv statistikk ved oppsummerte størrelser og en 2-tailed Spearman's rho for å måle korrelasjoner mellom variablene. Studentene opplevde at videoene gjorde de bedre forberedt til klinisk praksis og resultatet viste en signifikant sammenheng mellom hvor hyppig videoene ble benyttet og variablene som måler mestringstillit. Gitt begrensninger for å øve kliniske prosedyrer kan video vaere en godt egnet laeringsressurs I laering av kliniske prosedyrer og har et potensiale til å fremme mestringstillit hos studenter. Antallet studenter gir begrensninger i studiens overførbarhet.

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A scoping review of alternative methods of delivering ethics education in nursing

Tanaka

Tezuka

2021

Nursing Open

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The ability to make ethical judgements is essential when practising high-quality nursing (Fry, 2004). Changes such as roles between professionals, advances in healthcare technology, privacy issues, revisions to patient care delivery systems and increasing financial constraints can make maintaining these ethics more challenging (Hamric et al., 2013). Nonetheless, nurses are expected to practice and maintain ethical behaviour (Johnstone, 2016). Currently, ethics education that strongly reflects the cultural values of each individual country is being provided (Görgülü & Dinç, 2007; Ujvarine, 2008; White et al., 2018). The Education Module of Ethics Education has been used to teach nursing students sensitivity towards ethical issues, as moral sensitivity and judgement are best acquired and maintained through continuous education and training. This kind of education must be tightly integrated into the undergraduate nursing curriculum (Kim & Park, 2019). "Modules" is an architectural term that indicates credits and composition (Oxford English Dictionary), and it is used in education to indicate models with educational mechanisms for achieving learning goals (Dimopoulos et al., 2009). Nursing ethics education may include case-based learning (Busebaia & John, 2020; Park &

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Undergraduate nursing students' use of video technology in developing confidence in clinical skills for practice: A systematic integrative literature review

Cited by 44 publications

References 31 publications

Interactive Video Technology as A Mode of Teaching: A Qualitative Analysis of Nursing Students’ Experiences at A Higher Education Institution in Namibia

Interactive Video Technology as A Mode of Teaching: A Qualitative Analysis of Nursing Students’ Experiences at A Higher Education Institution in Namibia

Bruk av video i klinisk ferdighetstrening. En kvantitativ studie

A scoping review of alternative methods of delivering ethics education in nursing

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