Use of videos to support teaching and learning of clinical skills in nursing education: A review

Forbes, Helen; Oprescu, Florin; Downer, Terri; Phillips, Nicole M.; McTier, Lauren; Lord, Bill; Barr, Nigel; Alla, Kristel; Bright, Peter; Dayton, Jeanne; Simbag, Vilma; Visser, Irene

doi:10.1016/j.nedt.2016.04.010

Cited by 153 publications

(127 citation statements)

References 42 publications

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“…The use of videos has been an integral part of psychomotor skills training as it has advantages of standardized content delivery compared with small‐group demonstrations, close‐up viewing (which is important in dentistry given the limited visual access of the oral cavity), on‐demand access and control of playback functionality to facilitate note‐taking and knowledge assimilation. In addition, instructional videos have been reported to be as effective as face‐to‐face teaching with regards to skill acquisition and learner satisfaction …”

Section: Introductionmentioning

confidence: 99%

Evaluation of student use of videos to support learning in a simulation laboratory course: A perception and analytics approach

Botelho

2019

J of Invest & Clin Dent

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Aim This paper evaluates the use of online video learning materials used for a simulation laboratory course for 2 consecutive cohorts of students using an evaluation and analytics approach. Methods 100 online video clips were created to support students’ learning before, during and after the scheduled simulation laboratory teaching sessions in a fixed prosthodontics course. Videoed online presentations included screen‐captured PowerPoint presentations, simulation laboratory psychomotor and clinical skills demonstrations, individual student case consultations and whole‐class worksheet debriefings. Data files and access data were analyzed for 2 consecutive cohorts of 4th year students. An evaluation questionnaire was administered on the 2015 cohort. Results Feedback on learning resources were strongly positive. 100% of students reported that the videos helped in their learning, preparation for simulation laboratory classes, to refresh their memory prior to clinical care, prepare for the clinical competency test and prepare for examinations. In total, 4689 videos were accessed, 35% by class 2015 and 65% by 2016. 73% of these were watched during the simulation laboratory course, 13% were watched 2‐3 weeks before examinations and 14% during the remainder of the year. Conclusion Videos were reported to support student learning and were valued for a range of learning needs. However, significant differences between student consumption and strategies need to be designed to engage low consumers.

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Section: Introductionmentioning

confidence: 99%

Evaluation of student use of videos to support learning in a simulation laboratory course: A perception and analytics approach

Botelho

2019

J of Invest & Clin Dent

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“…1,2 This challenge was found in nursing education to impede the process of linking theoretical knowledge with students' clinical practice, leading to the need for a method of instruction that provides adequate support for the development of clinical skills. We also strive to adopt different methods of teaching to meet students' learning needs.…”

mentioning

confidence: 99%

“…Clinical exposure to patients in health professions education creates a unique learning environment that is difficult to replicate in a conventional classroom setting where the transfer of crucial problem-solving techniques cannot be fully addressed. 1,2 This challenge was found in nursing education to impede the process of linking theoretical knowledge with students' clinical practice, leading to the need for a method of instruction that provides adequate support for the development of clinical skills. 3 Dental graduates must not only possess the clinical skills necessary to practice dentistry but must also be proficient in critically evaluating their own clinical reasoning and in understanding the rationale behind each dental procedure.…”

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confidence: 99%

Impact of Blended Learning on Dental Students' Performance and Satisfaction in Clinical Education

Qutieshat¹,

Abusamak²,

Maragha³

2020

Journal of Dental Education

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The aim of this study was to evaluate the effectiveness of a blended learning model with a flipped classroom approach in a clinical dental education setting based on student performance and perceptions. Comparisons were made between blended learning and traditional methods for all fourth-year dental students in two consecutive cohorts in a conservative dentistry course at a dental school in Jordan. The 2016-17 cohort (control group) consisted of 364 students taught with conventional methods. The 2017-18 cohort (study group) consisted of 253 students taught with blended learning using a flipped classroom method. Performance measures were two exams (online and written), two assignments, in-clinic quizzes, and clinical assessment. The study also assessed the number of posts made by students in the study group on an online discussion forum. The results showed that the study group students had significantly better performance on all assessments than the control group students. The students' overall grades in the blended learning cohort were an average 7.25 points higher than in the control cohort. Students who participated in the online forum also had better performance in the course: one participation correlated with 0.697 standard deviations higher score. Overall, students' perceptions were positive and supported the adoption of a blended learning model in the course. These results showing improved student performance provide support for blended learning and use of an online discussion forum.

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“…This video can easy help student to have skill repetition by their own self as a part of self directed learning [1]. Many medical or nursing school use video in teaching clinical skill competencies [2,7,8]. Based on Fig.…”

Section: Advances In Health Science Research Volume 10mentioning

confidence: 99%

Designing An Ideal Model For Skill Laboratory Teaching And Learning In Developing Country, Lesson Learnt From Indonesian Medical School

Anggraini¹,

Setyaningrum²,

Auda³

2017

Proceedings of the 1st International Integrative Conference on Health, Life and Social Sciences (ICHLaS 2017)

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Abstract-Skill laboratory teaching and learning is a part of medical school curriculum. The learning involves many things such as knowledge as well as affective and psychomotor capability, tutor role, and faculty financial support. In developing country, there is not only financial burden to support skill laboratory but also lack in number of qualified medical teacher. The aim was to develop the best model for skill learning in limited resources. The study developed through January-October 2016 and we analyzed the data quantitatively and qualitatively. For quantitative data we had gained from questionnaire and qualitative data were gained from written open question on how the skill learning process was going on in our faculty and participating observation during the process. The questionnaire was assessed students' and tutor's perspectives of 51 items using Likert scale, that questioning about the process, skill laboratory design, equipment, tutor role and student motivation. Total sample were 287 students and 25 tutors. The result was divided into three different domains that were students, tutor or building/equipment. Most of respondents said that the equipment including building support such as toilet, praying room was not in appropriate needs (> 75%). This result showed that both student and tutor want to have much better learning environment. There were limited manikin (>70%), so the students find difficulties to do self-repetition. Students also noticed that tutor feedback were the best motivation for their self. The qualitative result also concluded that the capability of tutor in giving feedback and standardizing the skill could cover the gap in limited resources during the skill learning process. Making standardized video for all skill procedures is the alternative solution in lacking of manikin to self-practicing. Peer practices can also to be used in case of limited standardized patient. Based on our model, tutor is the central role to encourage the student in mastering the skill procedures.

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Use of videos to support teaching and learning of clinical skills in nursing education: A review

Cited by 153 publications

References 42 publications

Evaluation of student use of videos to support learning in a simulation laboratory course: A perception and analytics approach

Evaluation of student use of videos to support learning in a simulation laboratory course: A perception and analytics approach

Impact of Blended Learning on Dental Students' Performance and Satisfaction in Clinical Education

Designing An Ideal Model For Skill Laboratory Teaching And Learning In Developing Country, Lesson Learnt From Indonesian Medical School

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