Using students’ smartphones to learn a nursing skill: Students’ perspectives

Abstract

The increase in nursing students’ enrollment in post-secondary education, hospital restructuring and limited clinical placements have shifted nurses’ education to require more e-learning platforms. E-learning uses information and communication technologies to support interactions with content, learning activities and with others; and to facilitate self-reflection. Using smartphones’ video applications in a hybrid course can support learning. Most nursing students own smartphones and use them to create videos, however, their perspectives on using their smartphones to support learning a nursing skill is limited. This mixed method pilot study explored undergraduate nursing students’ perspectives on using their smartphones to record, and later receive feedback from their peers and faculty when learning a nursing skill. Twenty-six students completed questionnaires and seven students participated in a follow-up focus group. Two overarching themes emerged: (a) technical and (b) adaptive challenges. Students identified technical challenges in using their devices and how this influenced knowledge application. Others highlighted that the activity helped them to reflect and relate to self, others and their environments. The clinical, educational, ethical and research implications of this teaching-learning strategy will be discussed.

Student video production within health professions education: A scoping review

“…Eleven studies reported content knowledge preparation including staff lecturing, tutoring, and instructions [ 5 , 23 , 28 , 31 , 33–35 , 42 , 46 , 50 , 51 ]. Nine studies reported providing learning resources in the form of exemplar videos or readings [ 22 , 29 , 39–44 , 52 ]. Ten studies reported student self-exploration of the topic with minimum staff input [ 10 , 12 , 32 , 36–38 , 45 , 48 , 53 , 54 ].…”

“…Overall, studies showed self-reported satisfaction with video production by both students and staff [ 44 ]. Video production was regarded as enabling students to actively apply knowledge in authentic contexts [ 11 ], allowing them to self-reflect [ 52 ] and receive feedback from others [ 32 , 51 ]. Only one study indicated ease-of-use of technology, while others reported video editing being enjoyable but difficult [ 12 ], or video-making being the least positive aspect of the project [ 11 , 39 ].…”

“…Experience of technical difficulties was widespread [ 51 , 52 ], and resolving technical errors tended to delay projects [ 12 , 32 , 45 ]. Students recognized their lack of technical skills [ 24 ] and demanded more technical support [ 40 ].…”

“…At times, self-recording was reported as uncomfortable [ 32 ], and distracted students from learning [ 43 ]. The experience of technical challenge seemed to be associated with the issue of video production being time demanding: out of the 11 studies that reported technical challenges, 8 also reported a lack of time for the project [ 12 , 28 , 31 , 32 , 39 , 40 , 51 , 52 ].…”

“…Collaboration was identified as a challenge when video production was implemented as group projects. This was attributed to group members being unable to find suitable time for collaboration [ 24 , 39 , 52 ], or unable to collaborate effectively due to within-group dispute [ 24 ] or conflict that led to resignations [ 12 ].…”