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

2016 ◽  
Vol 42 ◽  
pp. 53-56 ◽  
Author(s):  
Helen Forbes ◽  
Florin I. Oprescu ◽  
Terri Downer ◽  
Nicole M. Phillips ◽  
Lauren McTier ◽  
...  
Keyword(s):  
Nursing Education ◽  
Teaching And Learning ◽  
Clinical Skills

scholarly journals Feedback on video skill: A concept analysis

INYI Journal ◽  
2020 ◽  
pp. 5-14
Author(s):  
Iris Epstein ◽  
Mavoy S. Bertram ◽  
Elisheva Lightstone ◽  
Thi Thanh Tuyen Pham ◽  
Lilia Quach ◽  
...  
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Social Relations ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Concept Analysis ◽  
Positive Influence ◽  
Ethical Implications ◽  
Video And Audio

Increasing rates of mental health concerns are seen among youth in post-secondary institutions, particularly those enrolled in clinical-based health programs such as nursing. Nursing students are required to demonstrate skill competence for successful completion of nursing programs. Recent studies show that when students and faculty are engaged in video and audio recording of their own skills or co-creating video skills, many positive outcomes emerge, including a positive influence on their mental health. However, these videos skills are often overlooked by faculty. We explore the concept of "feedback on video skills" and its pedagogical and ethical implications for health and allied health practitioners within the context of flexible learning environments. Walker and Avant's (2011) concept analysis methodology was used. We identified the quantitative attributes and characteristics of "feedback on video skills" and presented sample cases to illustrate the concept further and guide the design and application of an online feedback video toolbox resource. Feedback is an important dimension of video skill teaching and learning. While faculty (expert) feedback on clinical skills is paramount in nursing education, other forms of feedback can be as valuable. This concept analysis method highlighted quantitative elements of feedback but left gaps in our understanding of the social relations and ethical considerations involved in using videorecorded feedback as a pedagogical tool. We suggest to further consider the use of video-recorded feedback through the lens of socio-technical affordances.

scholarly journals Attitudes of nursing faculty members toward technology and e-learning in Lebanon

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Rona Nsouli ◽  
Dimitrios Vlachopoulos
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Teaching Staff ◽  
Research Approach ◽  
Daily Work ◽  
Nursing Curricula ◽  
Positive Attitudes ◽  
Nursing Faculty Members

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.

scholarly journals SUPPORT PENDDIDIKAN PERAWAT DENGAN TEKNOLOGI CLICKERS PUJI ASTUTI

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Puji Astuti
Keyword(s):  
Nursing Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Student Learning Outcomes ◽  
Teacher Assessment ◽  
Educational Process ◽  
Student Response ◽  
Response Systems ◽  
Advanced System

The educational process in nursing recently shows a rapid development, a variety of learning methods are applied to achieve the learning objectives, and even the use of computer has become a student need. Nursing education now is widely supported by technologies, one of them is Clickers. Clickers is Student Response Systems. The purpose of this article is studying and discussing the literature about Clickers technology and its application analysis in support of education The result is a lot of research trying to apply the clickers in the classlearning and produce results that Clickers help in understanding the content and bring greater student involvement during lectures, student feel satisfied and the learning outcomes are increased. Clickers is supporting the teaching and learning activities in which these activities need to be developed to have an advanced system. Clickers facilitate the process of teaching, and teacher assessment and report student learning outcomes.

scholarly journals Challenges of Peer Assisted Learning in online clinical skills training of Ophthalmology module

2020 ◽  
Author(s):  
Sumera Nisar ◽  
Usman Mahboob ◽  
Rehan Ahmed Khan ◽  
Durraiz Rehman
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Skills Training ◽  
Psychological Problems ◽  
Undergraduate Medical Students ◽  
Peer Assisted Learning ◽  
Clinical Skills Training ◽  
The World

Abstract Background In recent days when mankind is passing through the difficult times of COVID-19 pandemic with lock down, almost all over the world, online communication has taken over the world. Overburdened physicians in this pandemic cannot get enough time to teach clinical skills online to the students. Also, due to student’s safety issues, the students cannot attend the clinics. Therefore, in this scenario online PAL sessions for clinical skill teaching and learning can be an effective alternative for undergraduate medical students. The academic limitations caused by the COVID-19 related lockdown however can have a pleasurable outcome if certain challenges, related to online PAL, are overcome. Therefore, the present study aims to identify the challenges of Peer Assisted Learning (PAL) sessions during online clinical skills training in Ophthalmology module of undergraduate medical students.MethodologyThis qualitative exploratory study, utilizing online focus group discussions to explore the challenges of online PAL in training and learning of clinical skills was carried at Ophthalmology department of Batterjee Medical College, Jeddah; Saudi Arabia. Ethical approval was taken from the college and purposive convenient sampling technique was used to collect data. Data was transcribed and analyzed by using thematic analysisResultsThe study identified six themes for argument and classified into further smaller subthemes. The subthemes derived from the collected data were organized under major themes; infrastructure, learning environment, psychological problems, interaction deficit, learning desires and desire for feedback on performance. In our study, major challenge faced by the medical student during online PAL sessions was infrastructure in terms of network connection, scheduling, timing of the session which overpowered by other challenges of online PAL. Unprofessional learning environment, psychological problems in terms of behavioral issues and personality changes, interaction deficit with peers, tutor and patient, learning desires and desire for feedback on performance were the other important challenges faced by the students. ConclusionThe challenges explored by our study can be used by the medical educators to incorporate online PAL as an effective, efficient and alternative teaching and learning modality in the curriculum especially in compromised circumstances like current COVID-19 pandemic.

Transforming Nursing Education: A Partnership Social System for Alignment with Philosophies of Care

2005 ◽  
Vol 2 (1) ◽  
Author(s):  
Carey S. Clark
Keyword(s):  
Nursing Education ◽  
Social System ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Effective Means ◽  
Medical Model ◽  
Educational Practices ◽  
Closing The Gap

It has been made clear by nurse educators and theorists such as Bevis (1989), Benner, Tanner, and Chesla (1996), and Bevis and Watson (2000) that a movement away from the traditional, behavioral, medical-model of lecture and behaviorism as the main modalities for teaching and learning in nursing is essential. Why is it then that nursing education by and large is still taught via lecture and behavioralist methodologies (Bevis & Watson, 2000), despite the proliferation of research related to innovations in nursing education? This paper examines the parallel between the prevailing Western “dominator” social system or paradigm, “masculine” values/ traits, and the established behavioralist-medical methodology of teaching nursing. How nursing education in general has been influenced by the dominator social system is discussed and an argument for why nurse educators might consider working towards more effective means of closing the gap between caring-humanistic nursing philosophies and actual educational practices presented.

Nursing Education Innovations and Obstacles During COVID-19

2022 ◽  
pp. 162-188
Author(s):  
Amy M. Curtis ◽  
Tiffani L. Chidume ◽  
David R. Crumbley ◽  
Meghan C. Jones ◽  
Karol Renfroe ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Active Learning ◽  
Learning Strategies ◽  
Clinical Judgment ◽  
Teaching And Learning ◽  
Clinical Environment ◽  
First Semester ◽  
Active Learning Strategies ◽  
Technology Strategies

The COVID-19 pandemic created a paradigm shift in the way educators employ active learning strategies. In this chapter, the authors discuss how engaging and innovative learning strategies were developed to teach baccalaureate-level nursing students during the COVID-19 pandemic. The initial focus is on the teaching and learning strategies created for first-semester students who are developing foundational nursing skills and concepts. The discussion transitions to complex strategies developed for fourth-semester students, solidifying critical thinking and clinical judgment skills. Highlighted are active learning strategies used in the classroom, skills lab, and simulated clinical environment. These promote clinical judgment and present practical direction for adapting technology to provide an engaging learning environment. Throughout the chapter, the authors use several strategies to showcase how a nursing program responded to COVID-19 restrictions, including active learning and technology strategies, and how they can be applied across a curriculum using varying levels of technology.

scholarly journals Critically Reflexive Theory: A Proposal for Nursing Education

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Jayne Josephsen
Keyword(s):  
Nursing Education ◽  
Critical Theory ◽  
Teaching And Learning ◽  
Content Standards ◽  
Health Care Leadership ◽  
Nursing Theory ◽  
Metacognitive Development ◽  
Curricular Framework ◽  
Critical Pedagogies ◽  
Comprehensive Curriculum

Nursing is a discipline in transition. As the complexity and acuity of patients increase, nurses are taking on a more comprehensive role in health care leadership and patient outcomes. As the discipline has evolved so has the curricular framework of nursing educational programs, moving from being based on a specific nursing theory, to a general metaparadigm, to the current focus on meeting curricular content standards developed by national accrediting agencies. When considering the skills needed to fully engage in critical thinking and patient advocacy there may be room for an additional curricular focus: that of metacognitive development based on critical theory and constructivism. The empowerment of students via metacognitive and self-evaluative practices also supports the critical theory pedagogy. If graduating nurses are presented with a cohesive and comprehensive curriculum that meets the need for competent and critically reflexive nurses the discipline of nursing can continue to expand in function and voice. The use of metacognition, constructivism, competency, and critical pedagogies in a unified and broad curricular framework allows for the development of these essential skills in contemporary nursing practice. This paper presents this innovative curricular framework that embodies these various teaching and learning perspectives.

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