1
|
Demir-Kaymak Z, Turan Z, Çit G, Akyaman S. Midwifery students' opinions about episiotomy training and using virtual reality: A qualitative study. NURSE EDUCATION TODAY 2024; 132:106013. [PMID: 37926004 DOI: 10.1016/j.nedt.2023.106013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/24/2023] [Revised: 10/16/2023] [Accepted: 10/29/2023] [Indexed: 11/07/2023]
Abstract
BACKGROUND The use of simulations and digital technologies in education in the health field is common. Virtual reality technologies, which offer three-dimensional (immersive) simulation environments, have become easily accessible and cost-effective in recent years and this has this has increased this use of this technology in educating students who will work in the health field. OBJECTIVES The aim of the study was to investigate the views of midwifery undergraduate students about the current episiotomy education they received and their expectations when related education is given with virtual reality technology. PARTICIPANTS Students in their third or fourth year of undergraduate midwifery who have taken prior episiotomy education. DESIGN The research was carried out as a phenomenological design for qualitative research. Data were collected between December 2022 and January 2023 at a public university in Türkiye, with institutional ethical approval. METHODS Participants were asked open-ended questions to collect qualitative data. Data were analysed using content analysis by MaxQDA. RESULTS Data were analysed, and four main themes were determined. These main themes consisted of 16 sub-themes, and included midwifery department students' positive and negative opinions about the current episiotomy education and their expectations in cases where the education is carried out using virtual education environments. CONCLUSIONS Although the current episiotomy education has positive aspects, such as suturing ability, it does not give a sense of reality, is not repetitive, and has many negative aspects, such as cost. It was determined that in virtual reality episiotomy education environments, students' expectations are similar to the real birth environment, and they have expectations of simulating risky situations because they think it will be more useful.
Collapse
Affiliation(s)
- Zeliha Demir-Kaymak
- Department of Computer Education and Instructional Technologies, Faculty of Education, Sakarya University, Sakarya, Türkiye.
| | - Zekiye Turan
- Department of Nursing, Faculty of Health Sciences, Sakarya University, Sakarya, Türkiye.
| | - Gülüzar Çit
- Department of Software Engineering, Faculty of Computer and Information Sciences, Sakarya University, Sakarya, Türkiye.
| | - Serefraz Akyaman
- Department of Architecture, Faculty of Art Design and Architecture, Sakarya University, Sakarya, Türkiye.
| |
Collapse
|
2
|
Kardaş Özdemir F, Kesgin Güngör MC, Cici AM. Comparison of video-assisted education and traditional classroom education in pediatric cardiopulmonary resuscitation education of nursing students. J Pediatr Nurs 2023; 73:e388-e394. [PMID: 37833157 DOI: 10.1016/j.pedn.2023.10.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/16/2023] [Revised: 10/02/2023] [Accepted: 10/02/2023] [Indexed: 10/15/2023]
Abstract
AIM This research aimed to compare the effectiveness of traditional classroom education and video-assisted education methods used in Pediatric (CPR) education and determine students' level of satisfaction with the education methods used. METHOD This research had a randomized, experimental, pretest-posttest design. The research was completed with 98 students (54 in the video-assisted education group and 44 in the traditional classroom education group). The traditional classroom education group received pediatric CPR education through traditional classroom education. On the other hand, the video-assisted education group watched the pediatric CPR education video prepared by the researchers. The level of knowledge of pediatric CPR, the level of pediatric CPR practice skills, and the satisfaction score of each student were evaluated. RESULTS When the skills levels of the groups were compared, it was determined that there was no statistical difference between the test results. In both groups, the students' mean knowledge and skill scores in the first and second posttests were significantly higher than their pretest knowledge scores. The satisfaction scores of the students in both groups were similar. CONCLUSION Both methods effectively improve students' pediatric CPR-related knowledge, skills, and satisfaction. IMPLICATIONS FOR PRACTICE As support for traditional education, using video-assisted visual education materials that nursing students can constantly access when needed is important.
Collapse
|
3
|
Kiani Z, Moghasemi M, Elyasi F, Shirvani MA, Hamzehgardeshi Z, Tayebi T, Tabari NSM, Azarfar H, Moosazadeh M, Khani S. Design, implementation, and validation of an application for childbirth preparation classes to improve the performance of midwifery students: Study protocol. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2023; 12:137. [PMID: 37397094 PMCID: PMC10312412 DOI: 10.4103/jehp.jehp_611_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/29/2022] [Accepted: 07/30/2022] [Indexed: 07/04/2023]
Abstract
BACKGROUND Childbirth preparation classes are incredibly useful for midwifery students as future medical personnel. Nowadays, given the outbreak of Covid-19 pandemic and as mobile applications are extensively welcomed, virtual space can be used for education in the area of childbirth preparation classes. Given the lack of an application for childbirth preparation classes, this study will be conducted to design, implement and validate such an application to improve the performance of midwifery students in the areas of pregnancy and safe delivery. MATERIALS AND METHODS The present study will be conducted in three phases. In the first phase, content will be provided to Information Technology experts based on the content of the national guidelines for physiological delivery in Iran, and the application will be designed and validated for the use of midwifery students, then develop app for other medical students, midwives and physicians. In the second phase, the assessment will be based on Kirkpatrick's model. In the third stage, develop app for other medical students, midwives and physicians based on the results of the first and second phase. SPSS version 17 will be used in this phase for analysis of data through descriptive and analytical tests. CONCLUSION Owing to the expansion of virtual space and the outbreak of Covid-19 pandemic, design, validation, and evaluation of an application for childbirth preparation classes is an exceptionally significant necessity which contributes to the process of educating midwifery students.
Collapse
Affiliation(s)
- Zahra Kiani
- Midwifery and Reproductive Health Research Center, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Mobina Moghasemi
- Student Research Committee, School of Nursing and Midwifery, Mazandaran University of Medical Sciences, Sari, Iran
| | - Forouzan Elyasi
- Psychiatry and Behavioral Sciences Research Center, Sexual and Reproductive Health Research Center, Addiction Institute, Faculty of Medicine, Mazandaran University of Medical Sciences, Sari, Iran
| | - Marjan Ahmadi Shirvani
- Sexual and Reproductive Health Research Center, Mazandaran University of Medical Sciences, Sari, Iran
| | - Zeinab Hamzehgardeshi
- Sexual and Reproductive Health Research Center, Mazandaran University of Medical Sciences, Sari, Iran
| | - Tahereh Tayebi
- Department of Midwifery, School of Nursing and Midwifery, Mazandaran University of Medical Science, Sari, Iran
| | | | - Hamidreza Azarfar
- Information Technology Department, Vice- Chancellor in Research Affairs, Mazandaran University of Medical Sciences, Sari, Iran
| | - Mahmood Moosazadeh
- Gastrointestinal Cancer Research Center, Non-Communicable Diseases Institute, Mazandaran University of Medical Sciences, Sari, Iran
| | - Soghra Khani
- Sexual and Reproductive Health Research Center, Diabetes Research Center, Mazandaran University of Medical Sciences, Sari, Iran
| |
Collapse
|
4
|
Ashour O, Alkhatib AM, Al Zureikat Q, Al-Shaikhli M, Ata BB, Massad T, Al-Huneidy L, Al-Sabbagh MQ, Al-Ani A. Investigating medical students' satisfaction towards video-based learning versus face-to-face lectures: a Jordanian tertiary teaching hospital experience. KOREAN JOURNAL OF MEDICAL EDUCATION 2023; 35:21-32. [PMID: 36858374 PMCID: PMC10020058 DOI: 10.3946/kjme.2023.246] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Revised: 11/29/2022] [Accepted: 12/12/2022] [Indexed: 06/18/2023]
Abstract
PURPOSE We aimed to evaluate the disparity between video-based learning and lecture-based learning on Jordanian medical students' satisfaction. METHODS We conducted this cross-sectional study using a web-based questionnaire adapted from Student Evaluation of Educational Quality survey. Using convenience sampling, medical students studying at the University of Jordan and Jordan University Hospital were recruited. Participants in either clinical or basic-science years that have completed the entire survey were included in the final analysis. RESULTS We surveyed a total 487 participants among which male to female ratio was 1.19:1. Participants perceived greater benefit in terms of learning, instructor enthusiasm, content organization, breadth of teaching, and quality and number of assignments when using video-based learning (all p<0.01). In contrast, face-to-face learning was associated with significantly higher benefits in terms of group interactions (p<0.01) and capacity for rapport building (p<0.01). There was no significant difference in perceived examination performance between the two learning modalities (p=0.11). CONCLUSION Video-based learning is the preferred learning modality among Jordanian medical students. Despite its dominance across multiple domains, it should be implemented as an adjunct to traditional classroom teaching for it is vital in the development of good communication skills and building rapport in medical students.
Collapse
Affiliation(s)
- Omar Ashour
- School of Medicine, University of Jordan, Amman,
Jordan
| | | | | | | | | | - Talal Massad
- School of Medicine, University of Jordan, Amman,
Jordan
| | | | | | - Abdallah Al-Ani
- Office of Scientific Affairs and Research, King Hussein Cancer Center, Amman,
Jordan
| |
Collapse
|
5
|
Thomas DC, Chan A, Tudberry N, Purcell A. Watch vs do: A randomized crossover design evaluating modified simulated patients and video learning for novice speech-language therapy students. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2023; 58:467-481. [PMID: 36478631 DOI: 10.1111/1460-6984.12808] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/07/2022] [Accepted: 09/27/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Simulated learning activities are an effective tool for reducing speech-language therapy (SLT) students' anxiety and improving their confidence for clinical placements. Such activities include interacting with patients who are actors, clinical educators or peers and are known to decrease anxiety and increase confidence in SLT students. Screen-simulated patients using video are another alternative, which has not yet been fully evaluated in the education of SLT students. AIMS To compare the effectiveness of (1) modified simulated patient and (2) video simulated learning for increasing self-reported (a) confidence and (b) preparedness and (c) decreasing self-reported anxiety. METHODS & PROCEDURES This study used a randomized crossover design with 127 first-year graduate-entry master's SLT student participants. Students participated in two activities related to a clinical interaction with a paediatric client's carer: (1) a 1-hr modified simulated patient experience with clinical staff as the simulated patient; and (2) a video-learning task, with two videos of a clinician-carer interaction and an accompanying worksheet. Students were randomly allocated to a group of four students and the groups randomly allocated to receive modified simulated patient or video-learning first. Students were not blinded to the activities. The students completed a 19-item questionnaire at three time points: before either activity, after the first activity and after the second activity, to evaluate their self-reported confidence, clinical preparedness and anxiety. OUTCOMES & RESULTS A total of 62 students completed modified simulated patient first and 63 completed video-learning first. After either single activity the students had significantly increased confidence and preparedness scores, while only the modified simulated patient significantly reduced student anxiety scores. As a second activity, modified simulated patient resulted in further significant improvements in confidence, preparedness and anxiety; however, adding video learning as a second activity resulted in no significant benefit. CONCLUSIONS & IMPLICATIONS This study demonstrates the effectiveness of two low-resource clinical-learning activities for novice SLT students that can be applied in a range of settings. Of the two activities, modified simulated patient had greater effectiveness, as it was the only activity to decrease anxiety. An investigation of the pedagogical principles within the activities revealed that modified simulated patient activity had more opportunities for peer learning, supervisor feedback and verbal reflection in comparison with video learning that may explain the increased benefits. WHAT THIS PAPER ADDS What is already known on the subject Simulated learning activities are an effective teaching tool for SLT students, increasing confidence and decreasing anxiety in preparation for placement. Simulated patients require more resources than video simulation. Both simulated patients and video simulation provide a safe learning environment, where students can learn without risk to clients. What this paper adds to existing knowledge This study is among the first to investigate a modified version of simulated patients; our modification involves a clinical educator performing the role of both the simulated patient and simulation facilitator. It is the first to evaluate simulation via video learning for SLT students. The paper demonstrates the effectiveness of these two activities, and the slight advantage of modified simulated patient, for increasing novice students' confidence and preparedness and decreasing their anxiety about clinic. It also unpacks the pedagogical principles used in each activity to explain the reasons that modified simulated patient had greater effectiveness. What are the potential or actual clinical implications of this work? The two educational activities required no specialist equipment and can be applied in a range of pre-clinical and clinical settings by university staff and/or community clinical educators. Increasing confidence and preparedness, and decreasing anxiety will help ensure that student learning on scarce clinical placements is maximized.
Collapse
Affiliation(s)
- Donna Claire Thomas
- Discipline of Speech Pathology, Faculty of Medicine and Health, The University of Sydney, Camperdown, NSW, Australia
| | - Annie Chan
- Discipline of Speech Pathology, Faculty of Medicine and Health, The University of Sydney, Camperdown, NSW, Australia
| | - Nadia Tudberry
- Discipline of Speech Pathology, Faculty of Medicine and Health, The University of Sydney, Camperdown, NSW, Australia
| | - Alison Purcell
- Discipline of Speech Pathology, School of Health Sciences, Western Sydney University, Campbelltown, NSW, Australia
| |
Collapse
|
6
|
Shafa A, Cope AG, Burnett TL, Kolish KP, Mara KC, Wyatt MA, Green IC. Interactive video module and simulated model for uterine manipulation during laparoscopic hysterectomy. Surg Endosc 2023; 37:443-449. [PMID: 35984522 DOI: 10.1007/s00464-022-09499-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Accepted: 07/18/2022] [Indexed: 01/18/2023]
Abstract
BACKGROUND Hysterectomy is one of the most common gynecologic surgeries, with an increasing proportion of hysterectomies performed by a laparoscopic approach. Uterine manipulation is critical for patient safety and surgical efficiency; however, the most junior member of the surgical team assumes the responsibility of uterine manipulation, commonly without preparation. The objective of our study was to determine whether kinesthetic learning using a low-cost simulated pelvic model while learning the uterine manipulation maneuvers of a laparoscopic hysterectomy improves learning efficacy and application efficiency compared to an interactive video module alone. METHODS Our randomized control trial at an academic medical center included forty first-year and second-year medical students. Participants were randomized to the intervention group that used a low-cost simulated pelvic model for kinesthetic learning during the video module or the control group who only had the interactive video module to learn the uterine manipulation maneuvers of a laparoscopic hysterectomy. RESULTS Participants in the intervention group were less likely to make unnecessary movements with demonstration of both pelvic side walls (right wall: control 78.9%, intervention 42.9%, p < 0.027; left wall: control 94.7%, intervention 66.7%, p < 0.046), and this was more pronounced in novice first-year participants (p < 0.009). Additionally, participants in the intervention group reported higher perceived preparedness (100% versus 71.4% in control group, p < 0.037). However, there was no difference in verbal or physical cues required, time per task, or force used between the groups. CONCLUSION Kinesthetic practice may not be required for learning the uterine manipulation maneuvers of a laparoscopic hysterectomy, but it may be beneficial for more novice learners and to increase learners' perceived preparedness. Our novel interactive video module alone may be sufficient to prepare learners to perform uterine manipulation maneuvers prior to the operating room.
Collapse
Affiliation(s)
- Anousheh Shafa
- Division of Gynecologic Surgery, Department of Obstetrics and Gynecology, Mayo Clinic, 200 2nd Street SW, Rochester, MN, 55905, USA.
| | - Adela G Cope
- Division of Gynecologic Surgery, Department of Obstetrics and Gynecology, Mayo Clinic, 200 2nd Street SW, Rochester, MN, 55905, USA
| | - Tatnai L Burnett
- Division of Gynecologic Surgery, Department of Obstetrics and Gynecology, Mayo Clinic, 200 2nd Street SW, Rochester, MN, 55905, USA
| | | | - Kristin C Mara
- Division of Biomedical Statistics and Informatics, Mayo Clinic, Rochester, MN, USA
| | - Michelle A Wyatt
- Division of Gynecologic Surgery, Department of Obstetrics and Gynecology, Mayo Clinic, 200 2nd Street SW, Rochester, MN, 55905, USA
| | - Isabel C Green
- Division of Gynecologic Surgery, Department of Obstetrics and Gynecology, Mayo Clinic, 200 2nd Street SW, Rochester, MN, 55905, USA
| |
Collapse
|
7
|
Pun J. The priorities, challenges, and scope of clinical communication teaching perceived by clinicians from different disciplines: a Hong Kong case study. BMC PRIMARY CARE 2022; 23:158. [PMID: 35733087 PMCID: PMC9219208 DOI: 10.1186/s12875-022-01770-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/17/2022] [Accepted: 06/14/2022] [Indexed: 11/10/2022]
Abstract
Background In the absence of a well-rounded syllabus that emphasises both interpersonal and medical dimensions in clinical communication, medical students in the early stages of their career may find it challenging to effectively communicate with patients, especially when dealing with perceived priorities and challenges across different disciplines. Methods To explore the priorities, challenges, and scope of clinical communication teaching as perceived by clinicians from different clinical disciplines, we recruited nine medical educators, all experienced frontline clinicians, from eight disciplines across seven hospitals and two medical schools in Hong Kong. They were interviewed on their clinical communication teaching in the Hong Kong context, specifically its priorities, challenges, and scope. We then performed interpretative phenomenological analysis of the interview data. Results The interview data revealed five themes related to the priorities, challenges, and scope of clinical communication teaching across a wide range of disciplines in the Hong Kong context, namely (1) empathising with patients; (2) using technology to teach both the medical and interpersonal dimensions of clinical communication; (3) shared decision-making with patients and their families: the influence of Chinese collectivism and cultural attitudes towards death; (4) interdisciplinary communication between medical departments; and (5) the role of language in clinician–patient communication. Conclusions Coming from different clinical disciplines, the clinicians in this study approached the complex nature of clinical communication teaching in the Hong Kong context differently. The findings illustrate the need to teach clinical communication both specifically for a discipline as well as generically. This is particularly important in the intensive care unit, where clinicians from different departments frequently cooperate. This study also highlights how communication strategies, non-verbal social cues, and the understanding of clinical communication in the Hong Kong Chinese context operate differently from those in the West, because of differences in sociocultural factors such as family dynamics and hierarchical social structures. We recommend a dynamic teaching approach that uses role-playing tasks, scenario-based exercises, and similar activities to help medical students establish well-rounded clinical communication skills in preparation for their future clinical practice.
Collapse
|
8
|
Krumm IR, Miles MC, Clay A, Carlos II WG, Adamson R. Making Effective Educational Videos for Clinical Teaching. Chest 2022; 161:764-772. [PMID: 34587482 PMCID: PMC8941608 DOI: 10.1016/j.chest.2021.09.015] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2021] [Revised: 09/07/2021] [Accepted: 09/10/2021] [Indexed: 10/20/2022] Open
Abstract
Prerecorded video content in medical education has become more common. Increasingly accessible technology coupled with the COVID-19 pandemic and subsequent need for distanced learning has greatly increased the interest in and need for high-quality video content. The use of short educational videos to augment other teaching methods has been shown to improve learners' experiences, knowledge retention, and understanding of content. Multiple studies have demonstrated that video education can be a highly effective tool for learning, particularly for hard-to-visualize processes and for procedural education. Videos allow learners to view content at their own pace and revisit materials on demand. In addition, well-designed videos can be repurposed by educators, ultimately reducing time needed to create high-quality educational content. Currently available technology allows educators to create high-quality videos at minimal cost and with a modest investment of time. This article details practical tips for creating high-yield educational videos.
Collapse
Affiliation(s)
- Ilana Roberts Krumm
- Division of Pulmonary, Critical Care, Allergy and Sleep Medicine, Department of Medicine, University of California San Francisco, San Francisco, CA
| | - Matthew C. Miles
- Division of Pulmonary, Critical Care, Allergy and Immunology, Department of Medicine, Wake Forest School of Medicine, Winston-Salem, NC
| | - Alison Clay
- Division of Pulmonary, Allergy and Critical Care Medicine Department of Medicine, Duke University, Durham, NC
| | - W. Graham Carlos II
- Division of Pulmonary, Critical Care, Allergy and Sleep Medicine, Department of Clinical Medicine, Indiana University School of Medicine, Indianapolis, IN
| | - Rosemary Adamson
- Division of Pulmonary, Critical Care and Sleep Medicine, Department of Medicine, University of Washington, Seattle, WA; Pulmonary, Critical Care and Sleep Medicine Section, Veterans Affairs Puget Sound Healthcare System, Seattle, WA.
| |
Collapse
|
9
|
Wendlandt B, Kime M, Carson S. The impact of family visitor restrictions on healthcare workers in the ICU during the COVID-19 pandemic. Intensive Crit Care Nurs 2022; 68:103123. [PMID: 34456111 PMCID: PMC8315942 DOI: 10.1016/j.iccn.2021.103123] [Citation(s) in RCA: 28] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2020] [Revised: 07/05/2021] [Accepted: 07/17/2021] [Indexed: 01/31/2023]
Abstract
PURPOSE To obtain information on how family visitor restriction during the COVID-19 pandemic has impacted the workplace experience of physicians and nurses in the medical intensive care unit, and to assess differences by profession. MATERIALS AND METHODS We developed a survey containing closed- and open-ended questions, applying both quantitative and qualitative analyses to our results. RESULTS Of the 74 respondents, 29 (38%) were nurses and 45 (62%) were physicians. Nurses reported positive changes to daily workflow and the ability to provide medical care, while physicians reported negative changes in these areas. Both groups reported decreased comprehension and increased distress among families, and decreased ability to provide end-of-life care. For the qualitative analysis, eight themes were identified: the patient's room as space, creation of a new space through virtual communication, time, increased complexity of care, challenges around the use of technology, adjustments to team roles and responsibilities, desire for families to return, and internal tension. CONCLUSION Intensive care physicians and nurses reported both positive and negative effects of family visitor restriction during the COVID-19 pandemic, with significant differences based on profession. Both groups expressed concern for an overall negative impact of visitor restriction on healthcare workers, patients, and their families.
Collapse
Affiliation(s)
- Blair Wendlandt
- Corresponding author at: 130 Mason Farm Road CB#7020, Chapel Hill, NC 27599, United States
| | | | | |
Collapse
|
10
|
Lo CN, Abdelkader T, Choi YM, Goff AJ, Suresh K, Carpio GAC, Soon B. Teaching Physiotherapy Students Physical Examination Skills by Using Photogrammetry: A Randomized Control Trial of 3- Versus 2-Dimensional Images. Simul Healthc 2022; 17:e98-e104. [PMID: 33867495 DOI: 10.1097/sih.0000000000000576] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
INTRODUCTION Education research explains how healthcare professional training could be more efficient and effective by integrating simulation technology. Despite its relevance in training medical students, the evidence of its effectiveness in the manual skill training of physiotherapy students remains limited. The aim of this study was to compare the effectiveness of 3-dimensional (3D) images of real objects produced by photogrammetry and traditional 2-dimensional (2D) images when introducing manual therapy skills to undergraduate physiotherapy students via an online course. METHODS In a randomized controlled trial, a group of first-year physiotherapy bachelor honor degree students participated in a 2-hour online course on 3 manual assessment skills: cervical compression, distraction, and flexion-rotation tests. They demonstrated 2 sets of learning materials, including either 3D images of real rotating objects using close-range photogrammetry (experimental group) or traditional 2D images (control group). After their respective training, an Objective Structured Clinical Evaluation procedure was conducted to demonstrate their knowledge about the techniques. A standardized 9-item practical performance test was used as the primary outcome measure for the analyses. RESULTS Seventy-seven students participated in the study. The average Objective Structured Clinical Evaluation score for the experimental group (n = 40) was 41.3/50 (±3.9) and the control group (n = 37) was 39.1/50 (±4.5, P = 0.02). CONCLUSIONS For learning 3 cervical spine assessment skills, this study shows that photogrammetry creates 3D images of real rotating objects that are more effective than 2D images for first-year physiotherapy students.
Collapse
Affiliation(s)
- Chi Ngai Lo
- From the Cluster of Health and Social Sciences (C.N.L., T.A., J.Y.M.C., A.J.G., B.T.C.S.), and Centre for Learning Environment and Assessment Development (K.S., G.A.C.C.), Singapore Institute of Technology, Singapore
| | | | | | | | | | | | | |
Collapse
|
11
|
Patel ST, Shah S, Sood RP, Siddiqui Z, McKay-Davies I. The Implementation of Virtual Clinical Skills Teaching in Improving Procedural Confidence in ENT Trainees. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:965-969. [PMID: 34475794 PMCID: PMC8407523 DOI: 10.2147/amep.s322965] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/02/2021] [Accepted: 08/16/2021] [Indexed: 06/13/2023]
Abstract
PURPOSE Medical education has faced new challenges with the recent coronavirus pandemic. Traditional teaching methods for face-to-face learning have shifted towards the delivery of digital teaching. The difficulty arises in specialties, such as otorhinolaryngology, where clinical procedural skills are necessary for diagnosis and management. This article aims to determine the impact of a clinical skills video on the confidence of postgraduate ENT trainees when managing nasal fractures. PATIENTS AND METHODS Postgraduate ENT trainees completed a baseline questionnaire, declaring their subjective confidence across 5 domains relating to nasal fractures using a 10-point Likert scale. They were then given a lecture, and this questionnaire was repeated. Lastly, trainees were shown a clinical skills video, and the questionnaire was repeated once more. The qualitative data was analysed using Kruskal-Wallis testing. RESULTS There was poor overall confidence in the management of nasal fractures prior to focused teaching. There was a marked statistically significant (P < 0.01) improvement in subjective confidence following the lecture intervention. There was further statistically significant improvement across all domains following the introduction of the clinical skills video. CONCLUSION This study confirms that clinical skills videos are a useful accessible learning tool in medical education. We advocate their use in the postgraduate setting, to mirror their current use in undergraduate medical education.
Collapse
Affiliation(s)
- Sachin Tushar Patel
- ENT Department, Tunbridge Wells Hospital, Tunbridge Wells, Kent, TN2 4QJ, UK
| | - Syed Shah
- ENT Department, Tunbridge Wells Hospital, Tunbridge Wells, Kent, TN2 4QJ, UK
| | | | - Zohaib Siddiqui
- ENT Department, Tunbridge Wells Hospital, Tunbridge Wells, Kent, TN2 4QJ, UK
| | - Iain McKay-Davies
- ENT Department, Tunbridge Wells Hospital, Tunbridge Wells, Kent, TN2 4QJ, UK
| |
Collapse
|
12
|
Nsouli R, Vlachopoulos D. Attitudes of nursing faculty members toward technology and e-learning in Lebanon. BMC Nurs 2021; 20:116. [PMID: 34193112 PMCID: PMC8247129 DOI: 10.1186/s12912-021-00638-8] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2021] [Accepted: 06/15/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Our transition to an "information society" means that Information and Communication Technology (ICT) has become integral to our lives. ICT has also become an essential aspect of medical institutions and healthcare settings. Healthcare professionals, especially nurses are required to use ICT in their daily work. In Lebanon, however, due to political factors, many universities have not introduced technology or any form of ICT in their curricula. Institutions of higher education do use technology in various ways, however, successful incorporation of ICT in education requires acceptance by instructors who are expected to use ICT in teaching practices. Although international findings reveal that ICT should be used in nursing education, some faculty members experience difficulty integrating it. METHOD A mixed methodological research approach was used to investigate the attitudes of nursing teaching staff toward the use of ICT in nursing education. RESULTS Our findings revealed three categories of faculty with differing attitudes to the use of ICT in teaching and learning: pioneers, faculty members who have developed positive attitudes toward ICT usage; followers, faculty members with neutral attitudes; and resisters, faculty members with negative attitudes. CONCLUSIONS Identification of the nursing faculty members' attitude toward ICT and the challenges faced by them contributes to the integration of ICT into nursing curricula and further development of educational practices.
Collapse
Affiliation(s)
- Rona Nsouli
- EdD Online Programme, School of Histories, Languages and Cultures, University of Liverpool, Liverpool, UK
| | - Dimitrios Vlachopoulos
- Digital Society School, Faculty of Digital Media & Creative Industries, Amsterdam University of Applied Sciences, Amsterdam, Netherlands.
| |
Collapse
|
13
|
Farahani S, Farahani I, Burckhardt BB, Monser K, Laeer S. The Development of an Educational Video on Blood Pressure Measurement for Pharmacy Students. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:655-663. [PMID: 34163281 PMCID: PMC8215688 DOI: 10.2147/amep.s302728] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/25/2021] [Accepted: 03/30/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION High blood pressure is an important worldwide health issue. Pharmacists can perform multifaceted tasks in hypertension management such as measuring blood pressure. In a time where the use of educational videos in health professions education has increased, an educational video might be an option for teaching blood pressure measurement skills to pharmacy students. This project aimed to develop an educational video tailored to pharmacy students on oscillometric blood pressure measurement in a community pharmacy setting that can be used as a self-instruction video. METHODS The video was created with support from the university's multimedia center. The video development was roughly divided into pre-production, production, and post-production. Students' satisfaction with and perception of the video was surveyed. RESULTS An 11-minute 33-second self-instruction video in the German language on proper oscillometric blood pressure measurement tailored for pharmacy students was created. Along with descriptive slides, the video delineates the necessary steps of blood pressure measurement in a community pharmacy setting in a role-play, to support students in communication with the patient. Results of a survey on the satisfaction and perception of the video from thirty-seven pharmacy students were included in the analysis and revealed that the video was well accepted by pharmacy students. Moreover, approximately 95% responded that instructional videos should be included in future pharmacy education. CONCLUSION We successfully developed an educational video on oscillometric blood pressure measurement for a community pharmacy setting. This work is a valuable form of support for faculty members, who intend to develop educational videos. This might be of interest especially during the coronavirus disease 2019 (COVID-19) pandemic, where distance learning has become highly relevant.
Collapse
Affiliation(s)
- Samieh Farahani
- Institute of Clinical Pharmacy and Pharmacotherapy, Heinrich Heine University Duesseldorf, Duesseldorf, Germany
| | - Imaneh Farahani
- Institute of Clinical Pharmacy and Pharmacotherapy, Heinrich Heine University Duesseldorf, Duesseldorf, Germany
| | - Bjoern B Burckhardt
- Institute of Clinical Pharmacy and Pharmacotherapy, Heinrich Heine University Duesseldorf, Duesseldorf, Germany
| | - Karin Monser
- Multimedia Center, Heinrich Heine University Duesseldorf, Duesseldorf, Germany
| | - Stephanie Laeer
- Institute of Clinical Pharmacy and Pharmacotherapy, Heinrich Heine University Duesseldorf, Duesseldorf, Germany
| |
Collapse
|
14
|
İsmailoğlu EG, Orkun N, Eşer İ, Zaybak A. Comparison of the effectiveness of the virtual simulator and video-assisted teaching on intravenous catheter insertion skills and self-confidence: A quasi-experimental study. NURSE EDUCATION TODAY 2020; 95:104596. [PMID: 33002745 DOI: 10.1016/j.nedt.2020.104596] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2019] [Revised: 07/08/2020] [Accepted: 09/02/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND With the advancement of technology, methods such as clinical scenarios, role playing, video demonstration and simulation are now used to develop psychomotor skills in nursing education. Virtual reality and video-assisted teaching are useful technologies for the development of skills and self-confidence. In the literature, there is a lack of studies comparing the effects of the two methods. OBJECTIVES The aim of study is to compare the effect of the virtual simulator and video assisted teaching on the level of intravenous catheterization skills and self-confidence of nursing students. Thus, students are enabled to develop skills and work efficiently without the need for an instructor. METHODS This study was a randomized controlled quasi-experimental study. A total of 60 students was included in the study (30 in the virtual simulator group and 30 in the video group). In the virtual simulator group, each student performed an intravenous catheter insertion in the virtual intravenous simulator. In the video group, each student watched a training video on the peripheral intravenous catheterization skill in a classroom setting. Each of the students' level of intravenous catheterization knowledge, psychomotor skill and self-confidence score was evaluated. RESULTS Post-test knowledge scores was higher than pretest knowledge scores for both groups. There were no significant difference between the groups in terms of post-test scores. Students' scores of psychomotor skills were found to be higher in the virtual simulator group and self-confidence scores were similar in both groups. CONCLUSION Teaching with the virtual simulator contributed to the students' skills more than the method used in the video training. Both methods are effective in the development of knowledge and self-confidence related to intravenous catheterization.
Collapse
|
15
|
Farahani S, Farahani I, Burckhardt BB, Schwender H, Laeer S. Self-Instruction Video Versus Face-to-Face Instruction of Pharmacy Students' Skills in Blood Pressure Measurement. PHARMACY 2020; 8:pharmacy8040217. [PMID: 33207585 PMCID: PMC7711835 DOI: 10.3390/pharmacy8040217] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2020] [Revised: 11/07/2020] [Accepted: 11/13/2020] [Indexed: 02/06/2023] Open
Abstract
A modern approach to clinical skill education is the use of educational videos, yet there is a shortage of literature investigating the effect of self-instruction videos (SIVs) in pharmacy students. Therefore, our objective was to investigate whether an SIV is non-inferior compared to face-to-face instruction (FTFI) in acquiring blood pressure measurement skills. The participants in this randomized controlled study were pharmacy students. The control group was taught by FTFI, while the intervention group watched an SIV. Before and after the instruction, the participants' performance was assessed by an objective structured clinical examination (OSCE). The participants completed a self-assessment survey before each OSCE session. Moreover, the participants' perception and satisfaction were assessed using another survey. The OSCE score and self-assessment score increased significantly from pre- to post-instruction in both groups. The SIV was non-inferior compared to FTFI in terms of the OSCE score, considering a predefined non-inferiority margin of -10%. The participants' self-assessment yielded inconclusive results for non-inferiority. Both instructional approaches were well received. Considering our findings, SIVs might be a valuable option for teaching pharmacy students' blood pressure measurement skills. However, depending on the skill intended to be taught, a combination of an instructional video with instructor-led teaching may be necessary.
Collapse
Affiliation(s)
- Samieh Farahani
- Institute of Clinical Pharmacy and Pharmacotherapy, Heinrich Heine University Duesseldorf, Universitaetsstrasse 1, 40225 Duesseldorf, Germany; (I.F.); (B.B.B.); (S.L.)
- Correspondence:
| | - Imaneh Farahani
- Institute of Clinical Pharmacy and Pharmacotherapy, Heinrich Heine University Duesseldorf, Universitaetsstrasse 1, 40225 Duesseldorf, Germany; (I.F.); (B.B.B.); (S.L.)
| | - Bjoern B. Burckhardt
- Institute of Clinical Pharmacy and Pharmacotherapy, Heinrich Heine University Duesseldorf, Universitaetsstrasse 1, 40225 Duesseldorf, Germany; (I.F.); (B.B.B.); (S.L.)
| | - Holger Schwender
- Mathematical Institute, Heinrich Heine University Duesseldorf, Universitaetsstrasse 1, 40225 Duesseldorf, Germany;
| | - Stephanie Laeer
- Institute of Clinical Pharmacy and Pharmacotherapy, Heinrich Heine University Duesseldorf, Universitaetsstrasse 1, 40225 Duesseldorf, Germany; (I.F.); (B.B.B.); (S.L.)
| |
Collapse
|
16
|
Akande PA. The effect of an educational intervention to improve tuberculosis infection control among nurses in Ibadan, south-west Nigeria: a quasi-experimental study. BMC Nurs 2020; 19:81. [PMID: 32874128 PMCID: PMC7456062 DOI: 10.1186/s12912-020-00474-2] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2019] [Accepted: 08/25/2020] [Indexed: 11/23/2022] Open
Abstract
Background Nurses are particularly vulnerable to acquiring tuberculosis (TB) because they are in the frontline of patient care. There is inadequate implementation of cost-effective TB infection control (TBIC) measures in most health facilities. Training has been shown to be effective in improving the knowledge and work practices of nurses. This study sought to utilize a multi-method educational intervention to improve the TBIC-related knowledge and practices of nurses in two secondary health facilities in Ibadan, South-West Nigeria. Methods This quasi-experimental study involved 200 nurses (100 each in the intervention and comparison groups). Baseline data were collected in May 2014. This was followed by training of the nurses in the intervention group. After 6 months, the second wave of data was collected and the nurses in the comparison group also received the training thereafter. The final wave of data collection took place 12 months after the commencement of the study. The mean scores of the nurses were determined and comparison was made between both groups at different time points using independent t-test. Results The nurses in both groups were statistically comparable in their socio-demographic characteristics, and baseline mean knowledge (68.6 and 67.7%) and practice scores (79.1 and 80.6%) respectively. After the intervention group received the intervention, there were appreciable improvements in the scores at 6 months (knowledge – 85.9%, practice – 98.5%), which were significantly different from those of the comparison group (knowledge – 69.5%, practice – 78.8%). A large effect size was demonstrated in the improvement in knowledge score in the intervention group at 6 months compared with the other group (Cohen’s d = 1.7). Similarly, there were improvements in the scores of the nurses in the comparison group at 12 months after the group had also received the intervention (knowledge – 88.2%, practice – 93.5%). At this point, the mean scores between both groups were no longer significantly different. Conclusions The improvement in post-intervention scores implies that the educational intervention adopted for this study was effective in improving TBIC among the nurses. It also underscores the importance of continuous training/retraining of nurses and other healthcare workers in improving and sustaining TBIC at health facilities.
Collapse
Affiliation(s)
- Patrick Aboh Akande
- Department of Public Health, School of Health Care Sciences, Sefako Makgatho Health Sciences University, Pretoria, South Africa.,APIN Public Health Initiatives, Abuja, Nigeria
| |
Collapse
|
17
|
|
18
|
Sattelmayer KM, Jagadamma KC, Hilfiker R, Baer G. Acquisition of Procedural Skills in Preregistration Physiotherapy Education Comparing Mental Practice Against No Mental Practice: The Learning of Procedures in Physiotherapy Education Trial - A Development of Concept Study. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2020; 7:2382120520927382. [PMID: 32964124 PMCID: PMC7488601 DOI: 10.1177/2382120520927382] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/25/2019] [Accepted: 04/21/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Procedural skills are a central element in the education of physiotherapists. Procedural skills relate to the execution of a practical task. An educational intervention, which can be used to support skill acquisition of procedural skills, is mental practice (MP). Several studies have investigated the use of MP or imaging in medical education. This pilot study evaluated the application of MP on the acquisition of procedural skills in physiotherapy education. METHODS This pilot randomised controlled study recruited a convenience sample of 37 BSc physiotherapy student participants. Two different complex task procedures (transfer and vestibular rehabilitation) were trained during this study. Participants in both the transfer (task procedure 1) and the vestibular rehabilitation (task procedure 2) arm of the study were randomly assigned to either MP or no MP. RESULTS For the transfer task, median performance at post-acquisition testing showed a moderate effect size in favour of the group using MP (r: -0.3), but the findings were not statistically significant (P: 0.2). Similar results were found for the vestibular rehabilitation task (r: 0.29; P: 0.21). In addition, the self-reported confidence was higher in the MP group. CONCLUSION Moderate effect sizes were identified in favour of MP at post-acquisition testing. In addition, the between-group difference was higher than the minimally important difference. The feasibility of the study was high based on quantitative feasibility measures such as the recruitment rate. Both these findings suggest larger well-powered studies should be considered to confirm the findings of this pilot study.
Collapse
Affiliation(s)
- Karl Martin Sattelmayer
- Physiotherapy, School of Health
Sciences, Queen Margaret University, Edinburgh, UK
- School of Health Sciences, University of
Applied Sciences and Arts Western Switzerland Valais (HES-SO Valais-Wallis),
Leukerbad, Switzerland
| | - Kavi C. Jagadamma
- Physiotherapy, School of Health
Sciences, Queen Margaret University, Edinburgh, UK
| | - Roger Hilfiker
- School of Health Sciences, University of
Applied Sciences and Arts Western Switzerland Valais (HES-SO Valais-Wallis),
Leukerbad, Switzerland
| | - Gillian Baer
- Physiotherapy, School of Health
Sciences, Queen Margaret University, Edinburgh, UK
| |
Collapse
|
19
|
Yaqinuddin A, Kashir J, AlKattan W, AlKattan K. Applying integrated video assisted learning approaches for medical clerkship - potential adaptations in the post-COVID-19 era. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2020; 7:2382120520963043. [PMID: 33195800 PMCID: PMC7594250 DOI: 10.1177/2382120520963043] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/22/2020] [Accepted: 09/04/2020] [Indexed: 06/01/2023]
Abstract
Lockdowns and social distancing measures due to the ongoing COVID-19 pandemic have forced the delivery and assessment of educational material to be performed via online and virtual educational tools. Such disruption has greatly affected hands-on training programs essential to acquire clinical competencies, particularly modes requiring physical patient encounters. While most educational content has successfully been shifted to predominantly web-conferencing platforms, the essential clinical teaching at affiliated hospitals for undergraduate medicine clerkship years has been severely disrupted due to barring of students from hospital premises to minimise spread of COVID-19, presenting a problem requiring unique solutions to ensure that quality of education and subsequent healthcare is kept sufficiently high. To this degree, technological advances increasingly present several elegant solutions which may provide the required levels of educational delivery. In this article, we briefly discuss the number of options that could be deployed to aid in acquisition of requisite skills during the clerkship years, with a focus on wearable technologies and video recording/broadcasting. Given the ongoing pandemic, application of technological advances could provide, with some global coordination, the medical education community with numerous proactive solutions rather than just educational luxuries or novelties.
Collapse
Affiliation(s)
- Ahmed Yaqinuddin
- College of Medicine, Alfaisal
University, Riyadh, Kingdom of Saudi Arabia
| | - Junaid Kashir
- College of Medicine, Alfaisal
University, Riyadh, Kingdom of Saudi Arabia
- Department of Comparative Medicine, King
Faisal Specialist Hospital and Research Centre, Riyadh, Kingdom of Saudi
Arabia
| | - Wael AlKattan
- College of Medicine, Alfaisal
University, Riyadh, Kingdom of Saudi Arabia
| | - Khaled AlKattan
- College of Medicine, Alfaisal
University, Riyadh, Kingdom of Saudi Arabia
| |
Collapse
|
20
|
Lewis P, Hunt L, Ramjan LM, Daly M, O'Reilly R, Salamonson Y. Factors contributing to undergraduate nursing students' satisfaction with a video assessment of clinical skills. NURSE EDUCATION TODAY 2020; 84:104244. [PMID: 31715471 DOI: 10.1016/j.nedt.2019.104244] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/27/2019] [Revised: 09/06/2019] [Accepted: 10/10/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Clinical skill assessment via Objective Structured Clinical Assessment (OSCA) has many challenges for undergraduate nursing students. These include high levels of anxiety that can compromise performance during the assessment, inconsistency with assessor reliability and is inconsistent with clinical skills performance in the real world. The implementation of a Video Assessment of Clinical Skills (VACS) that integrates formative feedback may be a way to address the challenges posed by OSCA assessment. OBJECTIVES The aim of this study was to examine the acceptability, utility, and nursing student satisfaction with a formative feedback strategy - the Video Assessment of a Clinical Skill (VACS). DESIGN A cross sectional survey. SETTINGS Undergraduate Bachelor of Nursing degree students from a large Australian University. PARTICIPANTS Third year undergraduate nursing students (final year) enrolled in a Bachelor of Nursing Program. METHODS Participants were recruited via purposive sampling. A pre-survey (prior to VACs assessment) and post-survey (after VACS assessment) were completed. This paper reports on the open-ended responses in the post-survey that explored students' insights and perceptions into formative feedback and its impact on their learning for the VACS assessment. RESULTS A total of 731 open-ended responses were analysed with findings being organised into 3 major themes; (i) Flexibility and reflexivity, (ii) Editing and repeated attempts, and (iii) Working together. CONCLUSIONS Video Assessment of a Clinical Skill has demonstrated good utility, acceptability, and satisfaction among undergraduate nursing students.
Collapse
Affiliation(s)
- Peter Lewis
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Leanne Hunt
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Lucie M Ramjan
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Miranda Daly
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Rebecca O'Reilly
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Yenna Salamonson
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
| |
Collapse
|
21
|
Abdulla MH, O’Sullivan E. The Impact of Supplementing PowerPoint with Detailed Notes and Explanatory Videos on Student Attendance and Performance in a Physiology Module in Medicine. MEDICAL SCIENCE EDUCATOR 2019; 29:959-968. [PMID: 34457572 PMCID: PMC8368664 DOI: 10.1007/s40670-019-00780-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
PowerPoint is widely used in higher education with reported advantages on student learning. The aim of this study was to examine the impact of detailed notes and videos as a supplement to PowerPoint slides on student attendance and performance. First-year medical students' opinion on whether the supplementary material assisted their learning of Physiology in addition to demographics was collected in a survey. Attendance was similar for participants who used notes and videos to those who did not, for male vs. female and for participants from biomedical vs. non-biomedical backgrounds. However, within the non-biomedical cohort, attendance of male respondents was significantly higher (95 ± 3 vs. 81 ± 6%, P < 0.05), although both groups used notes and videos. Similarly, attendance of female participants of biomedical background was higher (P < 0.05) than female participants of non-biomedical background (biomedical vs. non-biomedical: 94 ± 3 vs. 81 ± 6%) even though both cohorts used notes and videos. Providing notes and videos had no adverse impact on attendance (90 ± 2%, 8 lectures) and tended to enhance exam scores for low-performing students in the class when compared with those of previous years' cohorts (2018 vs. 2017 and 2016: 61 ± 5% vs. 55 ± 6% and 47 ± 8%, respectively). There was an increase in the immediate gain of knowledge following watching/listening to videos (after vs. before: 65 ± 3% vs. 48 ± 3%). The survey revealed a positive student perception of supplementary material mainly because they felt it reduced the time required to search for relevant information.
Collapse
Affiliation(s)
- Mohammed H. Abdulla
- Department of Physiology, School of Medicine, Western Gateway Building, University College Cork, Cork, Ireland
| | - Eleanor O’Sullivan
- Department of Oral Surgery, Cork University Dental School and Hospital, University College Cork, Cork, Ireland
| |
Collapse
|
22
|
Li C, He J, Yuan C, Chen B, Sun Z. The effects of blended learning on knowledge, skills, and satisfaction in nursing students: A meta-analysis. NURSE EDUCATION TODAY 2019; 82:51-57. [PMID: 31437783 DOI: 10.1016/j.nedt.2019.08.004] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/20/2019] [Revised: 06/02/2019] [Accepted: 08/04/2019] [Indexed: 06/10/2023]
Abstract
OBJECTIVE The aim of this meta-analysis is to investigate the effects of blended learning on nursing students' knowledge, skills and satisfaction. METHODS We searched EMBASE, PubMed, CINAHL, Cochrane Library for publications in English up to December 2018. Two researchers independently screened the literature and extracted the data. Meta-analysis was performed with Revman5.0 for the eligible studies. RESULTS A total of 8 studies met the inclusion criteria of meta-analysis, including 574 nursing students. Compared with traditional teaching, blended learning could effectively improve nursing students' knowledge (SMD = 0.70, 95% CI [0.52, 0.87], P < 0.00001) and satisfaction (SMD = 0.72, 95% CI [0.08, 0.59], P = 0.01), and tended to improve the skills although without significant difference (SMD = 0.58, 95% CI [-0.17, 1.32], P = 0.13). CONCLUSIONS Blended learning can effectively improve the knowledge and satisfaction of nursing students. Therefore, blended learning can be used as a teaching method in nursing education.
Collapse
Affiliation(s)
- Cheng Li
- Nursing College, Nanjing University of Chinese Medicine, Nanjing 210023, China
| | - Jing He
- Nursing College, Nanjing University of Chinese Medicine, Nanjing 210023, China
| | - Chenxi Yuan
- Nursing College, Nanjing University of Chinese Medicine, Nanjing 210023, China
| | - Bin Chen
- Nursing College, Nanjing University of Chinese Medicine, Nanjing 210023, China
| | - Zhiling Sun
- Nursing College, Nanjing University of Chinese Medicine, Nanjing 210023, China.
| |
Collapse
|
23
|
Slaven CM, Wells MH, DeSchepper EJ, Dormois L, Vinall CV, Douglas K. Effectiveness of and Dental Student Satisfaction with Three Teaching Methods for Behavior Guidance Techniques in Pediatric Dentistry. J Dent Educ 2019; 83:966-972. [DOI: 10.21815/jde.019.091] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2018] [Accepted: 02/05/2019] [Indexed: 11/20/2022]
Affiliation(s)
- Chad M. Slaven
- Class of 2018 Pediatric Dental Resident; Department of Pediatric Dentistry and Community Oral Health; College of Dentistry; University of Tennessee Health Science Center at the time of this study
| | - Martha H. Wells
- Department of Pediatric Dentistry and Community Oral Health; College of Dentistry; University of Tennessee Health Science Center
| | - Edward J. DeSchepper
- Department of General Practice; College of Dentistry; University of Tennessee Health Science Center
| | - Larry Dormois
- Department of Pediatric Dentistry and Community Oral Health; College of Dentistry; University of Tennessee Health Science Center
| | - Craig V. Vinall
- Department of Pediatric Dentistry and Community Oral Health; College of Dentistry; University of Tennessee Health Science Center
| | | |
Collapse
|
24
|
Barisone M, Bagnasco A, Aleo G, Catania G, Bona M, Gabriele Scaglia S, Zanini M, Timmins F, Sasso L. The effectiveness of web-based learning in supporting the development of nursing students' practical skills during clinical placements: A qualitative study. Nurse Educ Pract 2019; 37:56-61. [PMID: 31085383 DOI: 10.1016/j.nepr.2019.02.009] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2017] [Revised: 01/29/2019] [Accepted: 02/16/2019] [Indexed: 10/27/2022]
Abstract
Web-based learning, on its own or in combination with traditional teaching methods, has become a consolidated practice in many countries, and has been described as a valid and effective method that supports practical learning in undergraduate nursing students. The aim of this study was to explore the perception and effectiveness of web-based learning in facilitating the development of clinical skills in undergraduate nursing students. A qualitative descriptive study was conducted including online videos in three nursing schools of a university in Northern Italy. The participants were 26 undergraduate nursing students. A dedicated website was built including four videos and the respective checklists of four nursing techniques: insertion of a urinary catheter; insertion of a nasogastric tube; taking a blood sample; and the insertion of a peripheral intravenous line. Three Focus Groups were conducted, one for each nursing school. Thanks to its ease of use and unlimited access, web-based learning effectively supported students' clinical learning process by offering additional virtual visual support. Web-based learning could be effectively used to reduce the gap between theory and practice, and even as an upgrade for already qualified nurses.
Collapse
Affiliation(s)
- Michela Barisone
- Department for Health Sciences, University of Genoa, Via Pastore 1, Genoa, 16132, Italy.
| | - Annamaria Bagnasco
- Department for Health Sciences, University of Genoa, Via Pastore 1, Genoa, 16132, Italy.
| | - Giuseppe Aleo
- Department for Health Sciences, University of Genoa, Via Pastore 1, Genoa, 16132, Italy.
| | - Gianluca Catania
- Department for Health Sciences, University of Genoa, Via Pastore 1, Genoa, 16132, Italy.
| | - Massimo Bona
- Centre of Nursing Education in Pietra Ligure, University of Genoa, Via Pastore 1, Genoa, 16132, Italy.
| | - Stefano Gabriele Scaglia
- Department of Cardiology, Istituto Clinico Humanitas, Via A. Manzoni, 56, Rozzano, 20089, Rozzano, Milan, Italy.
| | - Milko Zanini
- Department for Health Sciences, University of Genoa, Via Pastore 1, Genoa, 16132, Italy.
| | - Fiona Timmins
- School of Nursing and MCdwifery, Trinity College Dublin, 24 D'Olier Street, Dublin 2, Ireland.
| | - Loredana Sasso
- Department for Health Sciences, University of Genoa, Via Pastore 1, Genoa, 16132, Italy.
| |
Collapse
|
25
|
Pastor Junior ADA, Tavares CMDM. Literature review of audiovisual practices in Nursing education. Rev Bras Enferm 2019; 72:190-199. [DOI: 10.1590/0034-7167-2017-0890] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2017] [Accepted: 06/08/2018] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Objective: to carry out a literature review to characterize the production in the Nursing area about the use of movies and videos in Nursing education, related to underlying communication assumptions and contents taught. Method: integrative bibliographic review carried out in the PUBMED databases, CAPES journal portal, and SCIELO online library, with studies from 2007 to 2016. Results: 36 articles were included, in which audiovisual resources are part of the research subject. There are predominance of validation and effectiveness studies, in which audiovisual resources are used mostly as a reproduction of reality, mainly to develop clinical skills, with the purpose of illustrating procedures or bringing students closer to real contexts of action. Final considerations: the results point to a weak theoretical support of most of the studies. It is suggested that more empirical research be conducted to offer more consistent contributions to Nursing teaching.
Collapse
|
26
|
Nongmeikapam M, Sarala N, Reddy M, Ravishankar S. Video-assisted teaching versus traditional didactic lecture in undergraduate psychiatry teaching. Indian J Psychiatry 2019; 61:376-379. [PMID: 31391641 PMCID: PMC6657560 DOI: 10.4103/psychiatry.indianjpsychiatry_265_18] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
OBJECTIVES The objectives of this study are as follows: (1) To compare video-assisted teaching versus didactic lectures using the pretest and posttest. (2) To compare the feedback on the two teaching methods using a teaching feedback form. MATERIALS AND METHODS Two consecutive batches of 22 and 20 students, respectively, of the 3rd year medical undergraduate students posted to the department of psychiatry were included for the study. The first batch underwent video-assisted schizophrenia class and didactic lecture in bipolar disorder (BPAD). A crossover of the topics was done. The students underwent pretest and posttest for each topic using the same set of topic-specific validated multiple choice questions and also filled a prevalidated teaching feedback form for each class. RESULTS Difference between pre- and post-test scores after all classes was significant, indicating effective gain of knowledge by both methods. Feedback analysis indicated that most students favored video-assisted teaching (total mean feedback score - 61.99) compared to the conventional method (total mean feedback score - 60.58). Increase in mean feedback scores indicates the students' preference. CONCLUSION Both didactic and video-assisted lectures were effective in terms of knowledge gained and students' feedback. Using video assistance as a complement to lectures and not to replace the traditional methods is the way forward.
Collapse
Affiliation(s)
- Mona Nongmeikapam
- Department of Psychiatry, Sri Devaraj Urs Medical College, Karnataka, India.,University Department of Medical Education (UDOME), SDUAHER, Kolar, Karnataka, India
| | - N Sarala
- University Department of Medical Education (UDOME), SDUAHER, Kolar, Karnataka, India.,Department of Pharmacology, Sri Devaraj Urs Medical College, Kolar, Karnataka, India
| | - Mohan Reddy
- Department of Psychiatry, Sri Devaraj Urs Medical College, Karnataka, India.,University Department of Medical Education (UDOME), SDUAHER, Kolar, Karnataka, India
| | - S Ravishankar
- Department of Community Medicine, Sri Devaraj Urs Medical College, Kolar, Karnataka, India
| |
Collapse
|
27
|
|
28
|
August JN, Boyd LD, Giblin-Scanlon L. Bridging the Theory-Practice Gap with Dental Hygiene Instrumentation Videos. J Dent Educ 2018; 82:961-967. [DOI: 10.21815/jde.018.095] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2017] [Accepted: 01/10/2018] [Indexed: 11/20/2022]
|
29
|
Johnston ANB, Barton MJ, Williams-Pritchard GA, Todorovic M. Youtube for millennial nursing students; using internet technology to support student engagement with bioscience. Nurse Educ Pract 2018; 31:151-155. [DOI: 10.1016/j.nepr.2018.06.002] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2017] [Revised: 05/28/2018] [Accepted: 06/08/2018] [Indexed: 11/25/2022]
|
30
|
Coyne E, Frommolt V, Rands H, Kain V, Mitchell M. Simulation videos presented in a blended learning platform to improve Australian nursing students' knowledge of family assessment. NURSE EDUCATION TODAY 2018; 66:96-102. [PMID: 29689461 DOI: 10.1016/j.nedt.2018.04.012] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2017] [Revised: 03/27/2018] [Accepted: 04/12/2018] [Indexed: 06/08/2023]
Abstract
The provision of simulation to enhance learning is becoming common practice as clinical placement becomes harder to secure within Bachelor of Nursing programs. The use of simulation videos within a blended learning platform enables students to view best practice and provides relevant links between theory and practice. Four simulation videos depicting family assessment viewed by a cohort of Australian undergraduate nursing students were evaluated. These videos were professionally developed using actors and experienced family nurses. Surveys were used to explore the students' self-assessed knowledge, confidence and learning preferences before and after exposure to blended learning resources. Students' engagement with the simulated videos was captured via the Learning Management System. Time 1 survey was completed by 163 students and Time 2 by 91 students. There was a significant increase in students' perceived knowledge of family theory Item 1 from a mean 4.13 (SD = 1.04) at Time 1 to 4.74 (SD = 0.89) (Z = -4.54 p < 0.001) at Time 2; Item 2- Knowledge of family assessment improved from mean 3.91 (SD = 1.02) at Time 1 to 4.90 (SD = 0.67) (Z = -7.86 p < 0.001) at Time 2. Also a significant increase in their confidence undertaking family assessment Item 5 from a mean 3.55 (SD = 1.14) at Time 1 to 4.44 (SD = 0.85) (Z = -6.12 p < 0.001) at Time 2. The students watched the videos an average of 1.9 times. The simulated videos as a blended learning resource increases the students' understanding of family assessment and is worth incorporating into future development of courses.
Collapse
Affiliation(s)
- Elisabeth Coyne
- School of Nursing & Midwifery, Menzies Health Institute Queensland, Griffith University, Queensland 4131, Australia.
| | - Valda Frommolt
- School of Nursing & Midwifery, Menzies Health Institute Queensland, Griffith University, Queensland 4131, Australia.
| | - Hazel Rands
- School of Nursing & Midwifery, Menzies Health Institute Queensland, Griffith University, Queensland 4131, Australia.
| | - Victoria Kain
- School of Nursing & Midwifery, Menzies Health Institute Queensland, Griffith University, Queensland 4131, Australia.
| | - Marion Mitchell
- Menzies Health Institute Queensland, Griffith University and Princess Alexandra Hospital, Brisbane, Australia.
| |
Collapse
|
31
|
Shamout S, Andonian S, Kabbara H, Corcos J, Campeau L. Teaching and evaluation of basic urodynamic skills in urology residency programs: Randomized controlled study. Neurourol Urodyn 2018; 37:2724-2731. [PMID: 29882281 DOI: 10.1002/nau.23728] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2018] [Accepted: 05/09/2018] [Indexed: 11/06/2022]
Abstract
AIMS Considering the growing role of urodynamic studies (UDS) in urology, we aimed to determine the most effective teaching method with objective evaluation for urodynamic skills, to improve training and patient care. METHODS Urology residents (n = 20) post-graduate years 3-5 were randomized to receive either a UDS video training module or a standard UDS teaching document one week prior to an objective structured clinical examination (OSCE). The OSCE was a validated visual recognition exam with interpretation of 12 UDS tracing scenarios. Participants rated their proficiency to interpret UDS tracings before doing the OSCE. Total interpretation score was determined by the accuracy of their response to each question ranging from 0 to 2. RESULTS The mean total interpretation score was 13.3 of 24 (55%). The video group achieved significantly higher interpretation scores (15.1 ± 2.08 vs 11.4 ± 2.41, P = 0.0017), and cumulative certainty scores (P = 0.0341). Overall interpretation scores significantly correlated with self-reported proficiency scores prior to the exam (r = 0.502, P < 0.05), and total certainty scores (r = 0.531, P < 0.05). CONCLUSIONS Reviewing a UDS video training module resulted in significantly better scores on objective assessment of urology residents' UDS interpretation skills when compared with a standard teaching document. These findings must be interpreted with caution in light of sample size and short knowledge retention required for the assessment within a week. Therefore, using a UDS video training module could be more effective review tool for urology residents. These findings highlight the need to incorporate multimedia teaching into urology training curriculum.
Collapse
Affiliation(s)
- Samer Shamout
- Division of Urology, Department of Surgery, Jewish General Hospital, McGill University, Montreal, Quebec, Canada
| | - Sero Andonian
- Division of Urology, Department of Surgery, McGill University Health Center, Montreal, Quebec, Canada
| | - Hani Kabbara
- Statistical Research and Analysis Consultancy Firm (Statrac), Montreal, Quebec, Canada
| | - Jacques Corcos
- Division of Urology, Department of Surgery, Jewish General Hospital, McGill University, Montreal, Quebec, Canada
| | - Lysanne Campeau
- Division of Urology, Department of Surgery, Jewish General Hospital, McGill University, Montreal, Quebec, Canada
| |
Collapse
|
32
|
Coyne E, Rands H, Frommolt V, Kain V, Plugge M, Mitchell M. Investigation of blended learning video resources to teach health students clinical skills: An integrative review. NURSE EDUCATION TODAY 2018; 63:101-107. [PMID: 29425738 DOI: 10.1016/j.nedt.2018.01.021] [Citation(s) in RCA: 68] [Impact Index Per Article: 11.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/22/2017] [Revised: 12/04/2017] [Accepted: 01/22/2018] [Indexed: 05/15/2023]
Abstract
OBJECTIVES The aim of this review is to inform future educational strategies by synthesising research related to blended learning resources using simulation videos to teach clinical skills for health students. DESIGN An integrative review methodology was used to allow for the combination of diverse research methods to better understand the research topic. This review was guided by the framework described by Whittemore and Knafl (2005), DATA SOURCES: Systematic search of the following databases was conducted in consultation with a librarian using the following databases: SCOPUS, MEDLINE, COCHRANE, PsycINFO databases. Keywords and MeSH terms: clinical skills, nursing, health, student, blended learning, video, simulation and teaching. REVIEW METHODS Data extracted from the studies included author, year, aims, design, sample, skill taught, outcome measures and findings. After screening the articles, extracting project data and completing summary tables, critical appraisal of the projects was completed using the Mixed Methods Appraisal Tool (MMAT). RESULTS Ten articles met all the inclusion criteria and were included in this review. The MMAT scores varied from 50% to 100%. Thematic analysis was undertaken and we identified the following three themes: linking theory to practice, autonomy of learning and challenges of developing a blended learning model. Blended learning allowed for different student learning styles, repeated viewing, and enabled links between theory and practice. The video presentation needed to be realistic and culturally appropriate and this required both time and resources to create. CONCLUSIONS A blended learning model, which incorporates video-assisted online resources, may be a useful tool to teach clinical skills to students of health including nursing. Blended learning not only increases students' knowledge and skills, but is often preferred by students due to its flexibility.
Collapse
Affiliation(s)
- Elisabeth Coyne
- School of Nursing & Midwifery, Menzies Health Institute, Griffith University, 4131, Queensland, Australia.
| | - Hazel Rands
- School of Nursing & Midwifery, Menzies Health Institute, Griffith University, 4131, Queensland, Australia.
| | - Valda Frommolt
- School of Nursing & Midwifery, Menzies Health Institute Queensland, Griffith University, 4131, Queensland, Australia.
| | - Victoria Kain
- Menzies Health Institute Queensland, Griffith University, 4111, Queensland, Australia.
| | - Melanie Plugge
- School of Nursing & Midwifery, Menzies Health Institute, Griffith University, 4131, Queensland, Australia.
| | - Marion Mitchell
- Menzies Health Institute Queensland, Griffith University and Princess Alexandra Hospital, Brisbane, Australia.
| |
Collapse
|
33
|
Abstract
Background: Nine E-learning modules (ELMs) were developed in our program using Articulate software. This study assessed our cytotechnology (CT) students’ perceptions on the content of the ELMs, and the perceived influence of the ELMs on students’ performance during clinical rotations. Subjects and Methods: All CT students watched nine ELMs before the related classroom lecture and group discussion. Following that, students completed nine preclinical rotation surveys. After their clinical rotations, students completed nine postclinical rotation surveys. Results: Statements on the content of the ELMs regarding the quality of the video and audio, duration, navigation, and the materials presented, received positive responses from the majority of the students. While there were a few disagreements and neutral responses, most of the students responded positively saying that the ELMs better prepared them for their role, as well as helped them to better perform their roles during the clinical rotation. The majority of the students recommended developing more EMLs for cytology courses in the future Conclusions: This study has given hope that the ELMs have potential to enhance our online curriculum and benefit students, within the United States and internationally, who have no easy access to cytology clinical laboratories for hands-on training.
Collapse
Affiliation(s)
- Maheswari S Mukherjee
- University of Nebraska Medical Center, Cytotechnology Education, College of Allied Health Professions, Omaha, Nebraska, USA
| | - Amber D Donnelly
- University of Nebraska Medical Center, Cytotechnology Education, College of Allied Health Professions, Omaha, Nebraska, USA
| |
Collapse
|
34
|
Sinclair P, Kable A, Levett-Jones T. The effectiveness of internet-based e-learning on clinician behavior and patient outcomes: a systematic review protocol. ACTA ACUST UNITED AC 2018; 13:52-64. [PMID: 26447007 DOI: 10.11124/jbisrir-2015-1919] [Citation(s) in RCA: 91] [Impact Index Per Article: 15.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
REVIEW QUESTION/OBJECTIVE The objective of this systematic review is to identify, appraise and synthesize the best available evidence for the effectiveness of internet-based e-learning programs on health care professional behavior and patient outcomes. BACKGROUND Technological innovation has not only impacted social change in recent years but has been the prime driver of educational transformation.The newest consumers of post-secondary education, the so-called 'digital natives', have come to expect education to be delivered in a way that offers increased usability and convenience. Health care professionals (HCPs) in the clinical setting, particularly those in rural and remote communities, are no different. Today's health workforce has a professional responsibility to maintain competency in practice through achieving a minimum number of hours of continuing professional development. Consequently, HCPs seeking professional development opportunities are reliant on sourcing these independently according to individual learning needs. However, difficulties exist in some health professionals' access to ongoing professional development opportunities, particularly those with limited access face-to-face educationdue to geographical isolation or for those not enrolled in a formal program of study.These issues challenge traditional methods of teaching delivery; electronic learning (e-learning) is at the nexus of overcoming these challenges.The term e-learning originated in the mid-1990s as the internet began to gather momentum.Electronic learning can be broadly defined as any type of educational media that is delivered in an electronic form.Terms such as computer-assisted learning, online learning, web-based learning and e-learning are often used synonymously but all reflect knowledge transfer via an electronic device. This broad definition allows for a gamut of multimedia to be used for the purpose of constructing and assessing knowledge. Multimedia typically used in e-learning range from the now archaic Compact Disc Read-Only Memory (CD-ROMs), to the simple Microsoft PowerPoint, or the more advanced and complex virtual worlds such a second life. Electronic learning can be delivered in asynchronous or synchronous formats, with the latter (for example interactive online lectures via platforms such as BlackboardCollaborate or WebEx) more commonly used in formal educational settings according to set timetables of study.Person-to-person interactivity is an important enabler of knowledge generation and while functionalities such as web 1.0 (discussion board and email) and more recently web 2.0 (Wikis and blogs) allow for this to occur both synchronously and asynchronously, it is usually utilized in formal educational contexts only. However, the economy of formal education does not allow for free access to courses which proves challenging for HCPs seeking quality educational opportunities who choose not to undergo a formal program of study or are just looking to meet a specific learning need. Alternatively, asynchronous e-learning is a more learner-centred approach that affords the opportunity to engage in learning at a time and location that is convenient and enables the learner to balance professional development with personal and work commitments.These learning opportunities are self-directed and do not require a human to facilitate learning, rather, technology officiates/facilitates the learning process and, in the asynchronous e-learning context, the learner negotiates meaning independently.Health-related e-learning research has focused on several domains including media comparative designs, self-efficacy, user satisfaction, instructional design, knowledge outcomes, clinical skills development, and facilitators/barriers to its use.The benefits of e-learning are well documented in terms of increased accessibility to education, efficacy, cost effectiveness, learner flexibility and interactivity.However, some fundamental methodological and philosophical flaws exist in e-learning research, not least the use of comparative design studies. Comparison between e-learning and traditional teaching methods are illogical and methodologically flawed because comparison groups are heterogeneous, lack uniformity and have multiple confounders that cannot be adjusted for.As early as 1994, researchersin computer-assisted learning were citing these limitations and called for a fresh research agenda in this area. Cookrepeated this call in 2005 and again in 2009 and noted a paucity of research related to patient or clinical practice outcomes. Electronic learning is not an educational panacea and research needs to progress from pre- and post-interventional and comparative designs that evaluate knowledge increases and user satisfaction. It is time to move towards determining whether improved self-efficacy or knowledge gained through e-learning improves patient outcomes or influences clinical behavior change and whether these changes are sustained. In order to develop the empirical evidence base in e-learning, research needs to be guided by established theoretical frameworks and use validated instruments to move from assessing knowledge generation towards improving our understanding of whether e-learning improves HCP behavior and more importantly, patient outcomes.One suitable framework that is congruent with e-learning research is Kirkpatrick'sfour levels of evaluation. Kirkpatrick's model is hierarchically based with level one relating to student reaction and how well the learner is satisfied with the education program. Level two pertains to learning and the evaluation of knowledge, level three expands on this and considers whether the education has influenced behavior. In the context of this review, behavior change is any practice that is intrinsically linked with the outcomes of the e-learning program undertaken. Finally, level four evaluates the impact on outcomes such as cost benefit or quality improvements.The majority of e-learning research has focused on participant experience and knowledge acquisition, outcomes that correspond with the first two levels of Kirkpatrick's model.To date, few studies have examined the effectiveness of internet-based e-learning programs on HCP behavior, which aligns with Level 3 of Kirkpatrick's model.Studies exist that use self-reported measures of intention to change behavior, however self-reported intention to change does not necessarily translate into actual behavior change. Studies that have not used self-reported measures of behavior change have used objectively measured evaluation criteria including objective structured assessment of technical skills (OSATS) using various methods including simulation task trainers and clinical simulations using standardized patients scored by a panel of experts using standardized assessment tools. Carney et al. used a national reporting and data system to measure the impact of a single one hour e-learning program undertaken by radiologists (n=31) aimed at reducing unnecessary recall during mammography screening. Carney et al. reported a null effect and attributed this to the complexities of behavior change, suggesting that longer term reinforcement of principles relating to mammography recall was required to effect behavior change. These findings also suggest that a multi-modal intervention may be required in order to reduce excessive recall rates in this area, rather than a single intervention. Contrary to Carney et al., Pape-Koehler et al. and Smeekins et al. reported positive findings using randomized controlled designs to test the efficacy of e-learning interventions on individual's surgical performance and the detection of child abuse, respectively. Pape-Koehler et al. used a 2x2 factorial design to demonstrate that an e-learning intervention significantly improved novice surgeon (n=70) surgical performance of a laparoscopic cholecystectomy (change between pre-post test OSATS p 0.001) when used in isolation or in combination with a practical training session compared to practical training alone. Smeekins et al. demonstrated that a 2 hour e-learning program improved nurses' (n=25) ability to detect child abuse in an emergency department. The nurses in the intervention (n=13) group demonstrated significantly better (p=0.022) questioning techniques and consequently, higher quality history taking, to determine children at risk of child abuse when compared with the control group who received no training at all.These three exemplar studies demonstrate the broad range of applications e-learning has in HCP education, as each study used different designs, had different subject areas and target health care professionals. This reflects the conceptual and practical challenges of the area of research that addresses levels three of Kirkpatrick's model. For this reason, the e-learning research agenda in health should focus on whether knowledge generated through e-learning is able to be re-contextualized into clinical practice, and influence sustained clinical behavior change and patient outcomes.A preliminary search of PubMed, CINAHL, The Cochrane Library, The JBI Database of Systematic Reviews and Implementation Reports, ERIC and PROSPERO was conducted to determine if a systematic review on the topic of interest already existed. This search identified four systematic reviews that specifically reviewed outcome measures of knowledge and skill improvement in the domain of e-learning. Two examined research conducted in nursing, with the other two in orthodontics. Lahti et al. systematic review examined the impact of e-learning on nurses' and nursing students' knowledge, skills and satisfaction. Lahti et al. were unable to demonstrate a statistical difference between cohorts undertaking e-learning compared to conventional teaching methods, findings that were not replicated by Du et al. This may be due to the decision by Lahti et al. (ABSTRACT TRUNCATED)
Collapse
Affiliation(s)
- Peter Sinclair
- 1 School of Nursing and Midwifery, Faculty of Health and Medicine, University of Newcastle, New South Wales2 University of Newcastle Evidence Based Health Care Group, affiliated with the New South Wales Centre for Evidence Based Health Care Australia: a Collaborating Centre of the Joanna Briggs Institute
| | | | | |
Collapse
|
35
|
Transitioning a bachelor of science in nursing program to blended learning: Successes, challenges & outcomes. Nurse Educ Pract 2017; 26:126-133. [DOI: 10.1016/j.nepr.2016.10.006] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2014] [Revised: 03/04/2016] [Accepted: 10/17/2016] [Indexed: 11/23/2022]
|
36
|
Wilson L, Greig M. Students' experience of the use of an online learning channel in teaching and learning: A sports therapy perspective. INTERNATIONAL JOURNAL OF THERAPY AND REHABILITATION 2017. [DOI: 10.12968/ijtr.2017.24.7.289] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Background/Aims: The inclusion of blended e-learning approaches to teaching has become more prevalent in higher education. The purpose of this paper was to examine sports therapy students' experiences of using an online learning channel designed to assist practical skills. Moreover, creating an understanding of students' adoption of the learning channel to determine its efficacy. Methods: The design was a qualitative exploratory study in which a questionnaire was designed to investigate students' experience of using the learning channel across all undergraduate BSc Sports Therapy modules. One-hundred and sixty-four (level four: n=67; level five: n=51; level six: n=46) students completed the questionnaire relating to their experience of an online video-based learning channel. Findings: BSc Sports Therapy students across all levels found the learning channel useful, with the most common responses related to revision and consolidation of practical skills. Exam preparation was associated to this suggesting students' beliefs were driven by resources which could facilitate grade improvement in practical exams. Conclusions: The sports therapy learning channel was received very positively, with both the visual and practical nature of online instructional videos deemed important.
Collapse
Affiliation(s)
- Lynsey Wilson
- Senior lecturer, sports therapy, Edge Hill University, Ormskirk, Scotland, UK
| | - Matt Greig
- Reader, sports therapy, Edge Hill University, Ormskirk, Scotland, UK
| |
Collapse
|
37
|
Massey D, Byrne J, Higgins N, Weeks B, Shuker MA, Coyne E, Mitchell M, Johnston ANB. Enhancing OSCE preparedness with video exemplars in undergraduate nursing students. A mixed method study. NURSE EDUCATION TODAY 2017; 54:56-61. [PMID: 28477564 DOI: 10.1016/j.nedt.2017.02.024] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2016] [Revised: 02/10/2017] [Accepted: 02/15/2017] [Indexed: 05/29/2023]
Abstract
BACKGROUND Objective structured clinical examinations (OSCEs) are designed to assess clinical skill performance and competency of students in preparation for 'real world' clinical responsibilities. OSCEs are commonly used in health professional education and are typically associated with high levels of student anxiety, which may present a significant barrier to performance. Students, including nursing students, have identified that flexible access to exemplar OSCEs might reduce their anxiety and enable them to better prepare for such examinations. AIM To implement and evaluate an innovative approach to preparing students for OSCEs in an undergraduate (registration) acute care nursing course. METHOD A set of digitized OSCE exemplars were prepared and embedded in the University-based course website as part of usual course learning activities. Use of the exemplars was monitored, pre and post OSCE surveys were conducted, and qualitative data were collected to evaluate the approach. OSCE grades were also examined. FINDINGS The online OSCE exemplars increased self-rated student confidence, knowledge, and capacity to prepare and provided clarity around assessment expectations. OSCE exemplars were accessed frequently and positively received; but did not impact on performance. CONCLUSION Video exemplars aid student preparation for OSCEs, providing a flexible, innovative and clear example of the assessment process. Video exemplars improved self-rated student confidence and understanding of performance expectations, leading to increased engagement and reduced anxiety when preparing for the OSCE, but not overall OSCE performance. Such OSCE exemplars could be used to increase staff capacity and improve the quality of the student learning experience.
Collapse
Affiliation(s)
- D Massey
- Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia; University Sunshine Coast, 90, Sippy Downs Drive, Sippy Downs, QLD 4556, Australia.
| | - J Byrne
- Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia; School of Nursing and Midwifery, Griffith University, Brisbane 4111, Australia.
| | - N Higgins
- Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia; Royal Brisbane and Women's Hospital, Herston, QLD 4029, Australia; Queensland University of Technology, Kelvin Grove, QLD 4059, Australia.
| | - B Weeks
- Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia.
| | - M-A Shuker
- Health Executive, Griffith University, QLD 4222, Australia.
| | - E Coyne
- Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia; School of Nursing and Midwifery, Griffith University, Brisbane 4111, Australia.
| | - M Mitchell
- Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia; Princess Alexandra Hospital, Ipswich Rd, Brisbane, Australia; School of Nursing and Midwifery, Griffith University, Brisbane 4111, Australia.
| | - A N B Johnston
- Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia; Department of Emergency Medicine, Gold Coast University Hospital, D Block, LG096 1 Hospital Blvd, Southport, QLD 4215, Australia; School of Nursing and Midwifery, Griffith University, Brisbane 4111, Australia.
| |
Collapse
|
38
|
da Costa Vieira RA, Lopes AH, Sarri AJ, Benedetti ZC, de Oliveira CZ. Oncology E-Learning for Undergraduate. A Prospective Randomized Controlled Trial. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2017; 32:344-351. [PMID: 26768003 DOI: 10.1007/s13187-015-0979-9] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
UNLABELLED The e-learning education is a promising method, but there are few prospective randomized publications in oncology. The purpose of this study was to assess the level of retention of information in oncology from undergraduate students of physiotherapy. A prospective, controlled, randomized, crossover study, 72 undergraduate students of physiotherapy, from the second to fourth years, were randomized to perform a course of physiotherapy in oncology (PHO) using traditional classroom or e-learning. Students were offered the same content of the subject. The teacher in the traditional classroom model and the e-learning students used the Articulate® software. The course tackled the main issues related to PHO, and it was divided into six modules, 18 lessons, evaluated by 126 questions. A diagnosis evaluation was performed previous to the course and after every module. The sample consisted of 67 students, allocated in groups A (n = 35) and B (n = 32), and the distribution was homogeneous between the groups. Evaluating the correct answers, we observed a limited score in the pre-test (average grade 44.6 %), which has significant (p < 0.001) improvement in post-test evaluation (average grade 73.9 %). The correct pre-test (p = 0.556) and post-test (p = 0.729) evaluation and the retention of information (p = 0.408) were not different between the two groups. The course in PHO allowed significant acquisition of knowledge to undergraduate students, but the level of information retention was statistically similar between the traditional classroom form and the e-learning, a fact that encourages the use of e-learning in oncology. CLINICAL TRIAL REGISTRATION NUMBER REBECU1111-1142-1963.
Collapse
Affiliation(s)
- René Aloisio da Costa Vieira
- Posgraduate Oncology Program, Barretos Cancer Hospital, Rua Antenor Duarte Villela, 1331, Bairro Dr Paulo Prata, Barretos, SP, CEP: 14.784.400, Brazil.
| | - Ana Helena Lopes
- Posgraduate Oncology Program, Barretos Cancer Hospital, Rua Antenor Duarte Villela, 1331, Bairro Dr Paulo Prata, Barretos, SP, CEP: 14.784.400, Brazil
- UNIFAFIBE Universitary Center, Barretos, Brazil
| | | | | | | |
Collapse
|
39
|
Björn A, Pudas-Tähkä SM, Salanterä S, Axelin A. Video education for critical care nurses to assess pain with a behavioural pain assessment tool: A descriptive comparative study. Intensive Crit Care Nurs 2017; 42:68-74. [PMID: 28431797 DOI: 10.1016/j.iccn.2017.02.010] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2016] [Revised: 02/23/2017] [Accepted: 02/26/2017] [Indexed: 01/23/2023]
Abstract
AIM To evaluate the impact of video education on critical care nurses' knowledge and skills in using a behavioural pain assessment tool for intensive care patients and to explore the nurses' experiences with video education. METHODS Forty-eight nurses in one intensive care unit watched an educational video on the use of the Critical-Care Pain Observation Tool, then assessed pain in two patients with the tool and took a knowledge test. The researcher made parallel pain assessments. Interrater reliability of patients' pain assessment between nurses and the researcher was determined to examine nurses' skills in using the tool after education. Twenty nurses were interviewed about their experiences with the video education. Interviews were analysed with deductive thematic analysis. RESULTS The knowledge test scores indicated that the nurses learned the principles of how to use the tool. The interrater reliability of pain assessments reached a moderate level of agreement during the painful procedure, with a weighted kappa coefficient value of 0.48, CL [0.37, 0.58]. The nurses perceived video education positively, but requested additional interaction. CONCLUSIONS Video education is useful in teaching the principles of using a pain assessment tool. Additional clinical training is required for nurses to reach adequate skills in using the tool.
Collapse
Affiliation(s)
- Annika Björn
- University of Turku, Department of Nursing Science, Turku FIN-20014, Finland; Helsinki University Hospital, HUCH Perioperative, Intensive Care and Pain Medicine, Helsinki, Finland.
| | | | - Sanna Salanterä
- University of Turku, Department of Nursing Science, Turku FIN-20014, Finland; Turku University Hospital, Hospital District of South-West Finland, Finland
| | - Anna Axelin
- University of Turku, Department of Nursing Science, Turku FIN-20014, Finland
| |
Collapse
|
40
|
Margolis AR, Porter AL, Pitterle ME. Best Practices for Use of Blended Learning. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2017; 81:49. [PMID: 28496269 PMCID: PMC5423065 DOI: 10.5688/ajpe81349] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/01/2015] [Accepted: 12/29/2015] [Indexed: 05/16/2023]
Abstract
Objective. To determine instructional best practice recommendations for use of blended learning from the students' perspective. Methods. Three focus groups were created, one for each of the first three years at a school of pharmacy. The focus group discussions were audio recorded and transcribed for content analysis. Results. Ten instructional best practices were identified from the focus groups: setting the stage, consistency when team teaching, timeliness in posting materials, time on task, accountability for online activities, use of structured active learning, instructor use of feedback on student preparation, incorporation of student feedback into the course, short reviews of online material during class, and ensuring technologies are user friendly. Conclusion. Instructors using blended learning should consider incorporating these best practices into their course design and management. More evaluation is needed to see if implementation of these practices affects student performance.
Collapse
Affiliation(s)
- Amanda R Margolis
- University of Wisconsin - Madison School of Pharmacy, Madison, Wisconsin
| | - Andrea L Porter
- University of Wisconsin - Madison School of Pharmacy, Madison, Wisconsin
| | - Michael E Pitterle
- University of Wisconsin - Madison School of Pharmacy, Madison, Wisconsin
| |
Collapse
|
41
|
Hurst KM. Using video podcasting to enhance the learning of clinical skills: A qualitative study of physiotherapy students' experiences. NURSE EDUCATION TODAY 2016; 45:206-11. [PMID: 27552715 DOI: 10.1016/j.nedt.2016.08.011] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2016] [Revised: 07/12/2016] [Accepted: 08/08/2016] [Indexed: 05/25/2023]
Abstract
BACKGROUND Video podcasts, or vodcasts are increasingly used by a range of healthcare professions in the mastery of new skills. Little is known about the experiences of using vodcasts in physiotherapy education. Traditional pedagogic strategies have been employed in order to master those skills required for physiotherapy practice. There have been advances in the use of technology in medical education in the nursing, dentistry and medical fields. Vodcasts offer great versatility and potential when used as a pedagogical tool, embedded within a physiotherapy curriculum. AIM To explore students' experiences of using technology enhanced learning, namely vodcasts, in the Physiotherapy curriculum to develop the learning of clinical skills. METHOD A series of focus groups were carried out with undergraduate and pre-registration physiotherapy students (n=31). FINDINGS Students valued the versatility and audio-visual nature of vodcasts; helpful in revising for practical examinations and practising their skills prior to, during and after taught skills classes. Watching and practising simultaneously allowed students to practice repeatedly and formulate a process for each skill. When learning a new skill, a combination of teaching and learning approaches was favoured, marrying traditional approaches with those that utilise technology. CONCLUSIONS This study's findings add to the existing body of evidence in skills based teaching and support a multi-media, blended approach in those disciplines involved in the learning and teaching of clinical skills.
Collapse
Affiliation(s)
- Kay M Hurst
- Department of Health Professions, Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, Brooks Building, 53 Bonsall Street, Manchester M15 6GX, United Kingdom
| |
Collapse
|
42
|
Fontaine G, Cossette S, Heppell S, Boyer L, Mailhot T, Simard MJ, Tanguay JF. Evaluation of a Web-Based E-Learning Platform for Brief Motivational Interviewing by Nurses in Cardiovascular Care: A Pilot Study. J Med Internet Res 2016; 18:e224. [PMID: 27539960 PMCID: PMC5010651 DOI: 10.2196/jmir.6298] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2016] [Revised: 08/03/2016] [Accepted: 08/08/2016] [Indexed: 01/01/2023] Open
Abstract
BACKGROUND Brief motivational interviewing (MI) can contribute to reductions in morbidity and mortality related to coronary artery disease, through health behavior change. Brief MI, unlike more intensive interventions, was proposed to meet the needs of clinicians with little spare time. While the provision of face-to-face brief MI training on a large scale is complicated, Web-based e-learning is promising because of the flexibility it offers. OBJECTIVE The primary objective of this pilot study was to examine the feasibility and acceptability of a Web-based e-learning platform for brief MI (MOTIV@CŒUR), which was evaluated by nurses in cardiovascular care. The secondary objective was to assess the preliminary effect of the training on nurses' perceived brief MI skills and self-reported clinical use of brief MI. METHODS We conducted a single-group, pre-post pilot study involving nurses working in a coronary care unit to evaluate MOTIV@CŒUR, which is a Web-based e-learning platform for brief MI, consisting of two sessions lasting 30 and 20 minutes. MOTIV@CŒUR covers 4 real-life clinical situations through role-modeling videos showing nurse-client interactions. A brief introduction to MI is followed by role playing, during which a nurse practitioner evaluates clients' motivation to change and intervenes according to the principles of brief MI. The clinical situations target smoking, medication adherence, physical activity, and diet. Nurses were asked to complete both Web-based training sessions asynchronously within 20 days, which allowed assessment of the feasibility of the intervention. Data regarding acceptability and preliminary effects (perceived skills in brief MI, and self-reported clinical use of conviction and confidence interventions) were self-assessed through Web-based questionnaires 30 days (±5 days) after the first session. RESULTS We enrolled 27 women and 4 men (mean age 37, SD 9 years) in March 2016. Of the 31 participants, 24 (77%, 95% CI 63%-91%) completed both sessions in ≤20 days. At 30 days, 28 of the 31 participants (90%) had completed at least one session. The training was rated as highly acceptable, with the highest scores observed for information quality (mean 6.26, SD 0.60; scale 0-7), perceived ease of use (mean 6.16, SD 0.78; scale 0-7), and system quality (mean 6.15, SD 0.58; scale 0-7). Posttraining scores for self-reported clinical use of confidence interventions were higher than pretraining scores (mean 34.72, SD 6.29 vs mean 31.48, SD 6.75, respectively; P=.03; scale 10-50). Other results were nonsignificant. CONCLUSIONS Brief MI training using a Web-based e-learning platform including role-modeling videos is both feasible and acceptable according to cardiovascular care nurses. Further research is required to evaluate the e-learning platform in a randomized controlled trial. TRIAL REGISTRATION International Standard Randomized Controlled Trial Number (ISRCTN): 16510888; http://www.isrctn.com/ISRCTN16510888 (Archived by WebCite at http://www.webcitation.org/6jf7dr7bx).
Collapse
|
43
|
Forbes H, Oprescu FI, Downer T, Phillips NM, McTier L, Lord B, Barr N, Alla K, Bright P, Dayton J, Simbag V, Visser I. Use of videos to support teaching and learning of clinical skills in nursing education: A review. NURSE EDUCATION TODAY 2016; 42:53-6. [PMID: 27237353 DOI: 10.1016/j.nedt.2016.04.010] [Citation(s) in RCA: 76] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2015] [Revised: 03/26/2016] [Accepted: 04/18/2016] [Indexed: 05/13/2023]
Abstract
Information and communications technology is influencing the delivery of education in tertiary institutions. In particular, the increased use of videos for teaching and learning clinical skills in nursing may be a promising direction to pursue, yet we need to better document the current research in this area of inquiry. The aim of this paper was to explore and document the current areas of research into the use of videos to support teaching and learning of clinical skills in nursing education. The four main areas of current and future research are effectiveness, efficiency, usage, and quality of videos as teaching and learning materials. While there is a clear need for additional research in the area, the use of videos seems to be a promising, relevant, and increasingly used instructional strategy that could enhance the quality of clinical skills education.
Collapse
Affiliation(s)
- Helen Forbes
- Deakin University, 221 Burwood Highway, Burwood, Victoria 3125, Australia.
| | - Florin I Oprescu
- University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, QLD 4558, Australia.
| | - Terri Downer
- University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, QLD 4558, Australia.
| | - Nicole M Phillips
- Deakin University, 221 Burwood Highway, Burwood, Victoria 3125, Australia.
| | - Lauren McTier
- Deakin University, 221 Burwood Highway, Burwood, Victoria 3125, Australia.
| | - Bill Lord
- University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, QLD 4558, Australia.
| | - Nigel Barr
- University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, QLD 4558, Australia.
| | - Kristel Alla
- University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, QLD 4558, Australia.
| | - Peter Bright
- Deakin University, 221 Burwood Highway, Burwood, Victoria 3125, Australia.
| | - Jeanne Dayton
- University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, QLD 4558, Australia.
| | - Vilma Simbag
- University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, QLD 4558, Australia.
| | - Irene Visser
- University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, QLD 4558, Australia.
| |
Collapse
|
44
|
Sweeney MR, Kirwan A, Kelly M, Corbally M, O Neill S, Kirwan M, Hourican S, Matthews A, Hussey P. Transition to blended learning: experiences from the first year of our blended learning Bachelor of Nursing Studies programme. Contemp Nurse 2016; 52:612-624. [PMID: 27267113 DOI: 10.1080/10376178.2016.1197781] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
BACKGROUND The School of Nursing at Dublin City University offered a new blended learning Bachelor of Nursing Studies programme in the academic year 2011. AIM To document the experiences of the academic team making the transition from a face-to-face classroom-delivered programme to the new blended learning format. METHOD Academics who delivered the programme were asked to describe their experiences of developing the new programme via two focus groups. RESULTS Five dominant themes were identified: Staff Readiness; Student Readiness; Programme Delivery and Student Engagement; Assessment of Module Learning Outcomes and Feedback; and Reflecting on the First Year and Thinking of the Future. Face-to-face tutorials were identified as very important to both academics and students. Reservations about whether migrating the programme to an online format encouraged students to engage in additional practices of plagiarism were expressed by some. Student ability/readiness to engage with technology-enhanced learning was an important determinant of their own success academically. DISCUSSION In the field of nursing blended learning is a relatively new and emerging field which will require huge cultural shifts for staff and students alike.
Collapse
Affiliation(s)
- Mary-Rose Sweeney
- a School of Nursing and Human Sciences , Dublin City University , Glasnevin, Dublin 9 , Ireland
| | - Anne Kirwan
- a School of Nursing and Human Sciences , Dublin City University , Glasnevin, Dublin 9 , Ireland
| | - Mary Kelly
- a School of Nursing and Human Sciences , Dublin City University , Glasnevin, Dublin 9 , Ireland
| | - Melissa Corbally
- a School of Nursing and Human Sciences , Dublin City University , Glasnevin, Dublin 9 , Ireland
| | - Sandra O Neill
- a School of Nursing and Human Sciences , Dublin City University , Glasnevin, Dublin 9 , Ireland
| | - Mary Kirwan
- a School of Nursing and Human Sciences , Dublin City University , Glasnevin, Dublin 9 , Ireland
| | - Susan Hourican
- a School of Nursing and Human Sciences , Dublin City University , Glasnevin, Dublin 9 , Ireland
| | - Anne Matthews
- a School of Nursing and Human Sciences , Dublin City University , Glasnevin, Dublin 9 , Ireland
| | - Pamela Hussey
- a School of Nursing and Human Sciences , Dublin City University , Glasnevin, Dublin 9 , Ireland
| |
Collapse
|
45
|
Blazeck AM, Katrancha E, Drahnak D, Sowko LA, Faett B. Using Interactive Video-Based Teaching to Improve Nursing Students' Ability to Provide Patient-Centered Discharge Teaching. J Nurs Educ 2016; 55:296-9. [PMID: 27115459 DOI: 10.3928/01484834-20160414-11] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2015] [Accepted: 01/20/2016] [Indexed: 12/22/2022]
Abstract
BACKGROUND Nursing students rarely are afforded the opportunity to provide discharge teaching in the acute care environment, especially at the sophomore level. METHOD Three video modules were developed that presented examples of effective and ineffective education for patients with complex chronic conditions. Students viewed modules during postconference using portable technology. A training manual that included objectives, lesson plans, evidence-based teaching points, and a discussion model guided presentation. RESULTS The modules were presented to 216 sophomore nursing students. Following course completion, 20 students and 10 faculty were randomly selected to participate in two focus groups. Students commented positively on the format and illustration of effective teaching. Faculty rated the teaching strategy positively and the format as easy to use. CONCLUSION Interactive video modules can be used to foster patient teaching skills early in the nursing curriculum. Future studies are needed to evaluate the ability to transfer skills learned to the clinical setting. [J Nurs Educ. 2016;55(5):296-299.].
Collapse
|
46
|
Doing the Right Thing at the Right Time: Assessing Responses to Patient Deterioration in Electronic Simulation Scenarios Using Course-of-Action Analysis. Comput Inform Nurs 2016; 33:199-207. [PMID: 25905770 DOI: 10.1097/cin.0000000000000141] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
International studies indicate that the recognition and management of deteriorating patients in hospitals are poor and that patient assessment is often inadequate. Face-to-face simulation programs have been shown to have an impact on educational and clinical outcomes; however, little is known about performance in contemporary healthcare e-simulation approaches. Using data from an open-access Web-based patient deterioration program (FIRSTACTWeb), the performance of 367 Australian nursing students in identification of treatment priorities and clinical actions was analyzed using a military model of Course of Action Simulation Analysis. Participants' performance in the whole program demonstrated a significant improvement in knowledge and skills (P ≤ .001) with high levels of participant satisfaction. Course of Action Simulation Analysis modeling identified three key participant groupings within which only 18% took the "best course of action" (the right actions and timing), with most (70%) completing the right actions but in the wrong order. The remaining 12% produced incomplete assessments and actions in an incorrect sequence. Contemporary approaches such as e-simulation do enhance educational outcomes. Measurement of performance when combined with Course of Action Simulation Analysis becomes a useful tool in the description of outcomes, an understanding of decision making, and the prediction of future events.
Collapse
|
47
|
Sinclair PM, Kable A, Levett-Jones T, Booth D. The effectiveness of Internet-based e-learning on clinician behaviour and patient outcomes: A systematic review. Int J Nurs Stud 2016; 57:70-81. [PMID: 27045566 DOI: 10.1016/j.ijnurstu.2016.01.011] [Citation(s) in RCA: 195] [Impact Index Per Article: 24.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2015] [Revised: 01/25/2016] [Accepted: 01/26/2016] [Indexed: 12/19/2022]
Abstract
BACKGROUND The contemporary health workforce has a professional responsibility to maintain competency in practice. However, some difficulties exist with access to ongoing professional development opportunities, particularly for staff in rural and remote areas and those not enrolled in a formal programme of study. E-learning is at the nexus of overcoming these challenges. The benefits of e-learning have been reported in terms of increased accessibility to education, improved self-efficacy, knowledge generation, cost effectiveness, learner flexibility and interactivity. What is less clear, is whether improved self-efficacy or knowledge gained through e-learning influences healthcare professional behaviour or skill development, whether these changes are sustained, and whether these changes improve patient outcomes. OBJECTIVE To identify, appraise and synthesise the best available evidence for the effectiveness of e-learning programmes on health care professional behaviour and patient outcomes. DESIGN A systematic review of randomised controlled trials was conducted to assess the effectiveness of e-learning programmes on clinician behaviour and patient outcomes. Electronic databases including CINAHL, Embase, ERIC, MEDLINE, Mosby's Index, Scopus and Cochrane - CENTRAL were searched in July 2014 and again in July 2015. QUALITY ASSESSMENT AND DATA EXTRACTION Studies were reviewed and data extracted by two independent reviewers using the Joanna Briggs Institute standardised critical appraisal and data extraction instruments. DATA SYNTHESIS Seven trials met the inclusion criteria for the analysis. Due to substantial instructional design, subject matter, study population, and methodological variation between the identified studies, statistical pooling was not possible and a meta-analysis could not be performed. Consequently, the findings of this systematic review are presented as a narrative review. RESULTS The results suggest that e-learning was at least as effective as traditional learning approaches, and superior to no instruction at all in improving health care professional behaviour. There was variation in behavioural outcomes depending on the skill being taught, and the learning approach utilised. No papers were identified that reported the effectiveness of an e-learning programme on patient outcomes. CONCLUSION This review found insufficient evidence regarding the effectiveness of e-learning on healthcare professional behaviour or patient outcomes, consequently further research in this area is warranted. Future randomised controlled trials should adhere to the CONSORT reporting guidelines in order to improve the quality of reporting, to allow evaluation of the effectiveness of e-learning programmes on healthcare professional behaviour and patient outcomes.
Collapse
|
48
|
Williams J, O'Connor M, Windle R, Wharrad HJ. Using reusable learning objects (rlos) in injection skills teaching: Evaluations from multiple user types. NURSE EDUCATION TODAY 2015; 35:1275-1282. [PMID: 26163140 DOI: 10.1016/j.nedt.2015.06.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2014] [Revised: 05/26/2015] [Accepted: 06/03/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND Clinical skills are a critical component of pre-registration nurse education in the United Kingdom, yet there is widespread concern about the clinical skills displayed by newly-qualified nurses. Novel means of supporting clinical skills education are required to address this. METHODS A package of Reusable Learning Objects (RLOs) was developed to supplement pre-registration teaching on the clinical skill of administering injection medication. RLOs are electronic resources addressing a single learning objective whose interactivity facilitates learning. This article evaluates a package of five injection RLOs across three studies: (1) questionnaires administered to pre-registration nursing students at University of Nottingham (UoN) (n=46) evaluating the RLO package as a whole; (2) individual RLOs evaluated in online questionnaires by educators and students from UoN; from other national and international institutions; and healthcare professionals (n=265); (3) qualitative evaluation of the RLO package by UoN injection skills tutors (n=6). RESULTS Data from all studies were assessed for (1) access to, (2) usefulness, (3) impact and (4) integration of the RLOs. Study one found that pre-registration nursing students rate the RLO package highly across all categories, particularly underscoring the value of their self-test elements. Study two found high ratings in online assessments of individual RLOs by multiple users. The global reach is particularly encouraging here. Tutors reported insufficient levels of student-RLO access, which might be explained by the timing of their student exposure. Tutors integrate RLOs into teaching and agree on their use as teaching supplements, not substitutes for face-to-face education. CONCLUSION This evaluation encompasses the first years postpackage release. Encouraging data on evaluative categories in this early review suggest that future evaluations are warranted to track progress as the package is adopted and evaluated more widely.
Collapse
Affiliation(s)
- Julia Williams
- Health E-Learning Media, School of Health Sciences, B53, Queen's Medical Centre, University of Nottingham, NG7 2HA, United Kingdom.
| | - Mórna O'Connor
- Health E-Learning Media, School of Health Sciences, B53, Queen's Medical Centre, University of Nottingham, NG7 2HA, United Kingdom.
| | - Richard Windle
- Health E-Learning Media, School of Health Sciences, B53, Queen's Medical Centre, University of Nottingham, NG7 2HA, United Kingdom.
| | - Heather J Wharrad
- Health E-Learning Media, School of Health Sciences, B53, Queen's Medical Centre, University of Nottingham, NG7 2HA, United Kingdom.
| |
Collapse
|
49
|
Hsu TC, Chiang-Hanisko L, Lee-Hsieh J, Lee GY, Turton MA, Tseng YJ. Effectiveness of an Online Caring Curriculum in Enhancing Nurses’ Caring Behavior. J Contin Educ Nurs 2015; 46:416-24. [DOI: 10.3928/00220124-20150821-04] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2014] [Accepted: 07/08/2015] [Indexed: 11/20/2022]
|
50
|
McGarry BJ, Theobald K, Lewis PA, Coyer F. Flexible learning design in curriculum delivery promotes student engagement and develops metacognitive learners: An integrated review. NURSE EDUCATION TODAY 2015; 35:966-73. [PMID: 26169287 DOI: 10.1016/j.nedt.2015.06.009] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2015] [Revised: 05/07/2015] [Accepted: 06/18/2015] [Indexed: 05/12/2023]
Affiliation(s)
- Ben J McGarry
- Emergency Department, Gold Coast University Hospital, Southport, 4215, Australia.
| | - Karen Theobald
- Queensland University of Technology (QUT-Kelvin Grove, Campus), Brisbane, 4059, Australia.
| | - Peter A Lewis
- Queensland University of Technology (QUT-Kelvin Grove, Campus), Brisbane, 4059, Australia.
| | - Fiona Coyer
- Queensland University of Technology (QUT-Kelvin Grove, Campus), Brisbane, 4059, Australia.
| |
Collapse
|