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

Making Use of Technology to Improve Stated Preference Studies

The interest in quantifying stated preferences for health and healthcare continues to grow, as does the technology available to support and improve health preference studies. Technological advancements in the last two decades have implications and opportunities for preference researchers designing, administering, analysing, interpreting and applying the results of stated preference surveys. In this paper, we summarise selected technologies and how these can benefit a preference study. We discuss empirical evaluations of the technology in preference research, with examples from health where possible. The technologies reviewed include serious games, virtual reality, eye tracking, innovative formats and decision aids with values clarification components. We conclude with a critical reflection on the benefits and limitations of implementing (often costly) technology alongside stated preference studies.

Training in medical communication competence through video-based e-learning: How effective are video modeling and video reflection?

OBJECTIVE

The present study investigated the efficacy of the didactic approaches of video modeling (VM, best-practice examples), video reflection (VR, problem-based approach), and the combination of both (VMR) in fostering medical communication competence in a video-based digital learning environment.

METHODS

N = 126 third-year medical students who participated in the pre-post study were assigned to either the intervention groups (VM, VR, and VMR) or the wait-list control group. The efficacy of the three approaches was assessed by means of a situational judgment test (SJT) of medical communication competence. To investigate the differences between the wait-list control and the intervention groups (H1), between the single-mode and combined conditions (H2), and between VM and VR (H3), we applied planned contrast analyses.

RESULTS

The planned contrasts showed that the VR condition significantly improved learning outcomes in comparison to the VM condition (H3). The decreased mean scores of the VM condition offset the increased mean scores of VR, and thus no significant differences could be found in H1 and H2.

CONCLUSIONS

Our study provides promising evidence that VR fosters medical communication competence more effectively than VM.

PRACTICAL IMPLICATIONS

Medical students' learning in video-based digital environments can be facilitated by the use of interactive VR.

The effectiveness of video training in improving intensive care nurses' knowledge about brain death identification

BACKGROUND

Because patients diagnosed with brain death in intensive care units constitute a potential cadaveric donor group for organ transplantation, intensive care units are potential donor sources. Nurses who closely monitor the patient collaborate with medical personnel in the recognition and early diagnosis of brain death. Nurses also have an important role in supporting the patient's family. Therefore, it is very important for nurses to know the diagnostic criteria for brain death.

AIM

The aim of this study was to compare the effectiveness of theoretical education and video-assisted education in equipping intensive care nurses to recognize brain death.

STUDY DESIGN

A randomized, experimental study was conducted between February and May 2020 with a total of 50 intensive care nurses, split into 25 in the video-assisted training group and 25 in the theoretical training group. In study, intensive care nurses were given a theoretical training and video-assisted training on brain death criteria. One group was trained theoretically and the other group used a video showing criteria for brainstem reflexes (pupil assessment, spontaneous breathing, corneal reflex, retching and coughing assessments) and deep tendon reflexes in a simulated patient, supported by animation. The data were collected before, immediately after and 3 months after the training using the Brain Death Criteria Knowledge Test, the Brain Death Case Test, and the Training Effectiveness Evaluation Form. The independent samples t-test, Mann-Whitney U test, Friedman test, Wilcoxon test, and Chi-square test were used for statistical analysis of data.

RESULTS

It was found that the knowledge scores of both groups immediately after training and 3 months after training were higher than before the training (p < .001). However, the post-training knowledge scores of the video-assisted training group were significantly higher than those of the theoretical training group (p = .011).

CONCLUSIONS

To enable intensive care nurses to identify brain death, video-assisted training with a simulated patient is recommended, as is repeating the training at regular intervals.

RELEVANCE TO CLINICAL PRACTICE

The simulated patient video-assisted training method can be used for in-service training to provide intensive care nurses with the ability to identify brain death. The training may be repeated at regular intervals (e.g., every 3 months) to increase nurse recall.

Development of educational videos about bathing in bed newborns admitted to a neonatal unit

OBJECTIVE

to develop and analyze evidence of content validity of educational videos about bathing newborns in bed in a neonatal unit.

METHOD

applied and methodological research, carried out from December/2020 to February/2022, in three phases: pre-production, production, post-production. Validity was carried out by nurses specializing in social communication and nursing professionals, including the Brazilian Sign Language and assessment by nursing students. The Content Validity Index and Cronbach's alpha above 0.8 were considered for analysis.

RESULTS

the videos were entitled "Best practices: bathing newborns in the heated crib" and "Best practices: bathing newborns in the incubator", lasting seven minutes each, divided into six scenes that demonstrated the approach to parents, environment and material organization, preparing newborns, bathing and after-bath care.

CONCLUSION

the videos will support permanent education processes, academic training and professional training in nursing.

Effectiveness of online faculty calibration: A randomized crossover study

PURPOSE

Dental hygiene faculty members must be able to provide evidence of skill calibration for clinical evaluation of students. The purpose of this study was to evaluate the effectiveness of online instructional videos as compared to in-person sessions for faculty calibration.

METHODS

A randomised crossover pretest/posttest research design was used to evaluate online and in-person faculty calibration activities. Fifteen faculty members from a baccalaureate dental hygiene programme were randomly assigned to an AB or BA sequence for calibration sessions on two different instruments. Following a 2-week washout period, the groups switched activity modalities. A pretest, posttest and retention test, administered 10 weeks following the activity, were administered to determine learning levels and the new and retained knowledge. A 7-point Likert scale questionnaire evaluated the reaction to and impact of the calibration activities. Descriptive statistics analysed demographic and Likert scale data. Paired samples t-tests were used to analyse the research questions (p ≤ 0.05).

RESULTS

Online calibration activities yielded higher posttest scores than in-person activities (p = 0.01). Findings related to feelings of confidence revealed that a greater percentage of participants agreed that online calibration activities increased their ability to evaluate student performance. Findings related to feelings of preparedness supported equal percentages of participants who agreed the online and in-person activities increased their ability to teach dental hygiene instrumentation. There was no significant difference between in-person and online retention test scores (p = 0.235).

CONCLUSION

Faculty members agreed that both online and in-person calibration activities were an effective use of their time and contributed to greater feelings of confidence and preparedness. However, the online calibration activities seemed to be more effective at increasing calibration on instrumentation. More research is needed to determine additional effective strategies for the online calibration of clinical faculty.

Effects of a Smoking Cessation Counseling Education Program on Nursing Students

This is a quasi-experimental study applying a nonequivalent control group pre-test-post-test design with the control of exogenous variables to compare the research variables among experimental groups. Participants totaled 67 and were divided into three groups, each participating in a different training program (lecture, online video, and case-based peer role-play). There were significant increases in attitudes toward smoking cessation interventions in Experiment 2 (online video) (t = -2.48, p = .021) and Experiment 3 (case-based peer role-play) (t = -2.69. p = .013), efficacy of smoking cessation interventions in Experiment 2 (-2.06, p = .052), and intention to deliver smoking cessation intervention in all experimental groups (Exp 1 t = -5.54, p < .001; Exp 2 t = -2.83, p = .010; Exp 3 t = -3.50, p = .002). All three programs of smoking cessation counseling education (lecture, online video, and case-based peer role-play) used in this study showed meaningful results on the study variables. In conclusion, all of the approaches of this study were found to be effective on the intention to deliver smoking cessation intervention, and it is important to creatively apply counseling programs that include essential elements of smoking cessation interventions in nursing education settings.

Personal protective equipment use among dental healthcare personnel during the coronavirus disease 2019 (COVID-19) pandemic and the impact of an educational video in clinical practice

OBJECTIVE

Dental healthcare personnel (DHCP) are at high risk of exposure to coronavirus disease 2019 (COVID-19). We sought to identify how DHCP changed their use of personal protective equipment (PPE) as a result of the COVID-19 pandemic, and to pilot an educational video designed to improve knowledge of proper PPE use.

DESIGN

The study comprised 2 sets of semistructured qualitative interviews.

SETTING

The study was conducted in 8 dental clinics in a Midwestern metropolitan area.

PARTICIPANTS

In total, 70 DHCP participated in the first set of interviews; 63 DHCP participated in the second set of interviews.

METHODS

In September-November 2020 and March-October 2021, we conducted 2 sets of semistructured interviews: (1) PPE use in the dental community during COVID-19, and (2) feedback on the utility of an educational donning and doffing video.

RESULTS

Overall, 86% of DHCP reported having prior training. DHCP increased the use of PPE during COVID-19, specifically N95 respirators and face shields. DHCP reported real-world challenges to applying infection control methods, often resulting in PPE modification and reuse. DHCP reported double masking and sterilization methods to extend N95 respirator use. Additional challenges to PPE included shortages, comfort or discomfort, and compatibility with specialty dental equipment. DHCP found the educational video helpful and relevant to clinical practice. Fewer than half of DHCP reported exposure to a similar video.

CONCLUSIONS

DHCP experienced significant challenges related to PPE access and routine use in dental clinics during the COVID-19 pandemic. An educational video improved awareness and uptake of appropriate PPE use among DHCP.

Cognition and dementia with Raymond and Brain: Curriculum development and evaluation using interactive animated flipped-classroom modules to impact nursing students' attitude toward dementia care

AIM

To design a modular, flipped-classroom curriculum using character animations to improve knowledge and attitudes regarding dementia care among pre-clinical nursing students.

BACKGROUND

Demographic trends suggest an urgent, unmet need for nurses with interest and adequate training in caring for people with dementia and other disorders of cognition. While flipped classrooms using video show promise, little is known about specific animation techniques to impact knowledge and attitudes in preclinical nursing education.

DESIGN

A curriculum was developed, implemented and assessed across three nursing schools in series, totaling 223 eligible students in the states of Connecticut and Hawaii, USA from 2019 to 2022. The evaluation included prospective pre-post assessment of knowledge, attitudes and module acceptability, as well as qualitative interpretations of needs assessment data.

METHODS

The six-step curriculum development process was based on that described by Kern et al., including: 1) general needs assessment in the form of literature review; 2) targeted needs assessment, in the form of faculty stakeholder meetings, a student focus group and baseline surveys; 3) optimization of learning objectives based on needs; 4) development of a pedagogical approach, namely animated, interactive modules informed by previously described best practices in animation development; 5) implementation across three different nursing schools; and 6) assessment of the learners and evaluation of the curriculum, primarily via surveys and engagement metadata.

RESULTS

Needs assessments confirmed the importance of prior experiences, sense of mission and other affective elements as key factors mitigating learners' baseline receptiveness to training and careers in cognition-related care. Students at all three institutions rated the modules' impact on their dementia-related attitudes highly, however these ratings were statistically significantly lower when both modules were delivered as a single assignment at one site. Knowledge quiz scores significantly increased from baseline at all three sites. Only 2.6% of respondents would have preferred a text-based reading assignment. Acceptability scores, including clarity, relevance, entertainment, attention and complexity, were generally rated highly, but attention and entertainment were rated significantly lower when both modules were administered as a single assignment.

CONCLUSION

Cognition and Dementia with Raymond and Brain demonstrates the successful blending of animation industry workflows with best practices of curriculum development to create a novel, animated module series that is acceptable and effective in priming nursing students with the attitudes and knowledge to continue learning about cognition and its disorders.

Rise of public e-learning opportunities in the context of COVID-19 pandemic-induced curtailment of face-to-face courses, exemplified by epidural catheterization on YouTube

BACKGROUND

In the context of the coronavirus pandemic, countless face-to-face events as well as medical trainings were cancelled or moved to online courses, which resulted in increased digitalization in many areas. In the context of medical education, videos provide tremendous benefit for visualizing skills before they are practised.

METHODS

Based on a previous investigation of video material addressing epidural catheterization available on the YouTube platform, we aimed to investigate new content produced in the context of the pandemic. Thus, a video search was conducted in May 2022.

RESULTS

We identified twelve new videos since the pandemic with a significant improvement in the new content in terms of procedural items (p = 0.03) compared to the prepandemic video content. Video content released in the course of the COVID-19 pandemic was more often created by private content creators and were significantly shorter in total runtime than those from university and medical societies (p = 0.04).

CONCLUSION

The profound changes in the learning and teaching of health care education in relation to the pandemic are largely unclear. We reveal improved procedural quality of predominantly privately uploaded content despite a shortened runtime compared to the prepandemic period. This might indicate that technical and financial hurdles to producing instructional videos by discipline experts have decreased. In addition to the teaching difficulties caused by the pandemic, this change is likely to be due to validated manuals on how to create such content. The awareness that medical education needs to be improved has grown, so platforms offer specialized sublevels for high-quality medical videos.

Effect of a blended learning design in an undergraduate nursing electrocardiogram course: A quasi-experimental study

AIM

The study aimed to explore learning achievement and students' satisfaction with a blended learning (BL) electrocardiogram (ECG) education programme in undergraduate nursing education.

DESIGN

This was a quasi-experimental post-test design.

METHODS

The study was conducted during semester one of the academic year 2020/2021. Participants were divided into two groups: the BL group and face-to-face (FTF) group. The BL group received the newly designed BL programme. The FTF group received the traditional learning methods. Post-test measures of the study variables such as knowledge, study time and satisfaction were conducted. Chi-square (χ² ) test was used to evaluate categorical variables. The Mann-Whitney test was used to analyse continuous variables.

RESULTS

Participants in BL group had significantly higher scores in ECG interpretation and total score. No significant differences in foundational knowledge between the two groups were found. Study time was significantly longer in the BL group. Regarding satisfaction, significant differences were found in structure rationality and promotion of self-learning.

Watch vs do: A randomized crossover design evaluating modified simulated patients and video learning for novice speech-language therapy students

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.

The use of educational technology in teaching and assessing clinical psychomotor skills in nursing and midwifery education: A state-of-the-art literature review

BACKGROUND

An integral part of both undergraduate and postgraduate nursing and midwifery programmes, is the teaching and assessment of clinical psychomotor skills. In order to provide safe care, there is an expectation that technical nursing procedures are performed competently and effectively. Due to limited opportunities to practice clinical skills there is a challenge to advance and implement innovative teaching approaches. Technological advances provide us with alternative options, outside of the traditional teaching approaches, to teach these skills.

OBJECTIVE

The aim of this state-of-the-art review was to examine and provide an overview of the current use of educational technologies in nursing and midwifery education in teaching clinical psychomotor skills.

METHODS

A-state-of -the-art literature review was carried out, as this type of evidence synthesis design reveals the current knowledge on a topic and identifies gaps for future research. We used a focused search strategy with the expertise of a research librarian. Data extraction included research designs and educational theories guiding the included studies along with the type of technologies studied. A descriptive summary of each study's findings in relation to the educational outcomes was performed.

FINDINGS

Sixty studies were sourced which met this reviews' eligibility criteria. Technologies in which most research was carried out included; simulation, video and virtual reality. The most common research design noted included randomized or quasi-experimental studies. The vast majority of studies (n = 47) did not elaborate whether educational theories guided them, while of the remaining thirteen studies, eleven theoretical frameworks were reported.

CONCLUSION

Technology use in nursing and midwifery educational research surrounding psychomotor skills education is present. The educational outcomes reported by the majority of studies on the use of educational technology in teaching and/or assessing clinical psychomotor skills are encouraging. Additionally, the majority of studies noted that students evaluated the technology positively and were satisfied with its use in their education. Future research may include evaluating the technologies in both undergraduate and postgraduate populations. Finally, opportunities exist to expand the evaluation of student learning or assessment of these skills using technologies from the educational environment to the clinical environment.

REGISTRATION

Not registered.

Nursing students' experiences of using flipcharts as a learning tool during the COVID-19 pandemic

BACKGROUND

Building mastery of clinical skills is essential for nursing students to ensure readiness for clinical placements. During the coronavirus disease (COVID-19) pandemic, limited face-to-face teaching and student access to campus facilities, along with the rapid adoption of online methods, increased the need to develop innovative teaching tools to support students.

OBJECTIVE

This study aimed to explore nursing student perceptions and experiences of using Flipcharts for learning clinical nursing skills during the COVID-19 pandemic.

DESIGN

This study used a qualitative descriptive design.

METHODS

Second-year nursing students were invited to participate at the end of the semester to share their experiences of using Flipcharts in their clinical simulation laboratory. A total of 12 nursing students participated in individual semi-structured interviews conducted between December 2020 and February 2021. Data were analysed using Braun and Clarke's six-step method of thematic analysis.

RESULTS

The findings of the study demonstrated that students considered Flipcharts to be beneficial in developing their clinical skills and were additionally valuable in supporting students with English as a second language. Three major themes were identified: the perceived value of Flipcharts during limited face-to-face teaching, the role of Flipcharts in supporting skills acquisition across learning domains, and the practicality and accessibility of this learning resource across different mediums.

CONCLUSION

Students perceived the use of Flipcharts to be valuable in achieving mastery of clinical skills during COVID-19. The students' experience of using Flipcharts was positive overall and found the learning tool practical and accessible in supplementing learning.

Interactive video module and simulated model for uterine manipulation during laparoscopic hysterectomy

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.

Associations Among Online Health Information Seeking Behaviors, Electronic Health Literacy and Food Neophobia: A Cross-Sectional Study

Few studies have investigated whether improve electronic health (eHealth) literacy can alleviate food neophobia in university students. We explored the associations among online health information (OHI)-seeking behaviors, eHealth literacy and food neophobia. A questionnaire-based, cross-sectional study of 5151 university students in China was conducted from October to December 2022. The study used Chinese versions of the eHealth literacy scale (C-eHEALS), and the food neophobia scale (FNS-C), as well as the OHI-seeking behaviors scale. Data were collected through Wenjuanxing software. Analysis of variance, t-tests, the Pearson correlation coefficient and chi-square tests were performed for data analysis. The average (SD) scores of C-eHEALS and FNS-C were 26.81 (5.83) and 38.86 (6.93), respectively. University students in China had a low C-eHEALS and a high FNS-C level, and there were significant differences between the high and low groups of C-eHEALS (P < .001) and FNS-C (P < .001). There was also a significant correlation between eHealth literacy and food neophobia (P < .001), and a lower eHealth literacy level indicated a higher probability of food neophobia occurrence. University students with high FNS-C and low C-eHEALS show more OHI-seeking behaviors. When schools, communities, and parents want to alleviate students' food neophobia, OHI-seeking training to improve eHealth literacy may be a good intervention.

The association and intervention effect between eHealth literacy and lifestyle behaviors among Chinese university students

OBJECTIVE

Our aim was to evaluate the association between eHealth literacy and lifestyle behaviors to intervene among Chinese university students.

METHOD

The Chinese eHealth Literacy Scale (C-eHEALS) questionnaire was used to investigate the eHealth literacy level and association with lifestyle behaviors among Chinese university students. Independent sample t-test and Pearson's correlation coefficient were used by statistical software SPSS v20.

RESULTS

In the first round, 5,151 university students participated in the study, including 71.46% female and 28.54% male, aged 18-22 (93.13%).The average eHealth literacy score was 26.81 ± 5.83. Four lifestyle behaviors (e.g., exercise, smoking, drinking and sleeping) were all significantly correlated with eHealth literacy scores and demonstrated significant differences. In the second investigation (N = 2,939), the average eHealth literacy score was 31.64 ± 6.44, a notable improvement compared with the first investigation.

CONCLUSION

Those in the group with high eHealth literacy scores have a healthier lifestyle than those in the low-score group. Training in eHealth-related resources is a positive measure to improve university students' eHealth literacy.

The priorities, challenges, and scope of clinical communication teaching perceived by clinicians from different disciplines: a Hong Kong case study

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.

Nursing student learning of biosciences through movies and concept maps: A mixed study

BACKGROUND

acquisition of bioscience knowledge is challenging for nursing students. This calls for teaching methodologies that allow them to acquire this knowledge and add value in the nursing context.

OBJECTIVE

to evaluate a teaching experience using a movie clip and the collaborative use of C-Maps in first-year bioscience learning in nursing students.

DESIGN

embedded mixed methods study.

PARTICIPANTS

143 students.

METHODS

data were collected in two phases: first, collecting quantitative data through a questionnaire on utility, satisfaction and perceived competency development, and collecting qualitative data on learning, teaching materials and developed competencies through an open-question instrument. The second phase consisted of a focus group to explore in greater depth learning experience.

RESULTS

six themes emerged from the qualitative analysis: using C-Maps as a learning process; developing group competencies; knowledge integration and transfer; teacher-student relationship; art as a didactic support; and difficulties encountered and proposals for improvement. Regarding utility, the students highlighted learning and relating concepts. Elements of satisfaction were working in small groups and having the teacher as a guide. Finally, the competencies most developed were teamwork and learning ability.

CONCLUSION

the combination of a movie clip and a C-Map is an innovative strategy motivating and valuable for learning biosciences.

Improving transitional care through online communication skills training

Background

As the aging population is increasing significantly, the communication skills training (CST) on transitional care (TC) is insufficient.

Aims

This study aimed to test the effectiveness of an intervention (the online TC CST [OTCCST] and TC) through the perspectives of healthcare providers (HCPs), older patients, and family members.

Methods

A total of 38 HCPs caring for older patients were randomized to the experimental (n = 18) or control groups (n = 20), and 84 pairs of patients and family members were enrolled (experimental: n = 42 vs. control: n = 42). The primary outcome was HCP communication confidence; while secondary outcomes included patient quality of life (QoL), activities of daily living (ADL), rehospitalization counts, and family caregiving burden. Data were collected from HCPs using a scale measuring confidence in communicating with patients. Patient outcomes were assessed using the McGill QoL Questionnaire-Revised and Barthel Index. Family members were assessed with the Caregiver Burden Inventory. Rehospitalization counts were tracked for 3 months post-discharge. Data were analyzed using multiple regression analysis.

Results

Experimental group HCPs showed a significant improvement in communication confidence over the control group (p = 0.0006). Furthermore, experimental group patients had significantly fewer rehospitalization counts within 3-month post-discharge (p < 0.05). However, no significant group differences were found in patient QoL and ADL nor in family caregiver burden.

Conclusion

The OTCCST can effectively improve HCP communication confidence, and the combination of OTCCST and TC can reduce rehospitalization counts for older patients. The OTCCST allows HCPs to learn asynchronously at their convenience, ideal for continuing education, especially during the COVID-19 pandemic.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40520-022-02251-4.

The Role of Online Videos in Teaching Procedural Skills in Postgraduate Medical Education: A Scoping Review

OBJECTIVE

The purpose of this scoping review was to outline the extent of available literature including the prevalence of video quality appraisal tools, characterize how online videos were used, and identify the gaps in the literature with implications for future research.

DESIGN

The review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for scoping reviews (PRISMA-ScR). Six databases were searched: (1) MEDLINE (Ovid), (2) EMBASE, (3) Cochrane, (4) ERIC, (5) CINAHL PLUS, and (6) Google Scholar for Medical Subject Headings terms online videos, postgraduate health education, and health professional/s.

RESULTS

A total of 6948 articles were identified, of which 78 were included in the review. The articles included were primarily either experimental or observational studies, with most being from North America. Twelve concepts were identified: (1) procedural skills teaching; (2) video assessment; (3) validation of an assessment tool; (4) video feedback; (5) coaching; (6) broadcasting; (7) learner characteristics; (8) video characteristics; (9) video quality; (10) a quality assessment tool; (11) platforms and video library; and (12) health information governance.

CONCLUSIONS

While there is a diverse and growing body of literature on this area, information is lacking about the quality appraisal of online videos.

Effectiveness of an online education intervention to enhance student perceptions of Respectful Maternity Care: A quasi-experimental study

BACKGROUND

Childbearing women's relationship with maternity care providers enhance childbirth outcomes. Students need to understand and offer respectful care.

OBJECTIVE

Evaluate effectiveness and impact of an online education intervention on nursing students' perceptions towards respectful maternity care during labour and childbirth in Nepal.

DESIGN

A quasi-experimental pre-post design was used.

PARTICIPANTS

A total of 89 Third Year Bachelor of Nursing students (intervention n = 40; control n = 49) from three participating colleges.

METHODS

Students completed online pre and post-test surveys using the Students' Perceptions of Respectful Maternity Care scale and questions about impact of the intervention. The intervention group received six hours of education delivered online (three sessions x three weeks). ANCOVA and non-parametric Wilcoxon signed-rank tests measured effects.

RESULTS

Compared to controls, students in the intervention group reported a significant increase in perceptions towards respectful maternity care (F (1, 86) = 28.19, p < 0.001, η_p² = 0.25). Participants reported a good understanding of respectful maternity care (75%), positive views about providing such care (82.5%), and a desire to use their new knowledge in practice (65%).

CONCLUSION

Relatively few intervention studies to promote respectful maternity care in students have been published. This brief online intervention improved students' perceptions. The intervention package can be integrated into nursing or midwifery curricula and in-service training. A larger study with longer follow-up is needed to support current findings.

Teaching in Uncertain Times: Expanding the Scope of Extraneous Cognitive Load in the Cognitive Load Theory

The COVID-19 pandemic caused an unprecedented and highly threatening, constrained, and confusing social and educational environment, we decided to expand the traditional focus of the extraneous load in Cognitive Load Theory (CLT) acknowledging the psychological environment in which learning occurs. We therefore adapted and implemented principles of the CLT to reduce extraneous load for our students by facilitating their educational activities. Given previous empirical support for the principles of CLT, it was expected that the adoption of these principles might enable our students to cultivate attitudes and skills across multiple domains such as online learning and presentation technologies, implementing and maintaining a “classroom atmosphere” in a virtual environment, participating in discussions among large online groups of students, facilitating group work, providing virtual office hours for students, and proactively planning for upcoming semesters.

Academic Management in Uncertain Times: Shifting and Expanding the Focus of Cognitive Load Theory During COVID-19 Pandemic Education

Globally, the COVID-19 pandemic has forced medical education toward more "online education" approaches, causing specific implications to arise for medical educators and learners. Considering an unprecedented and highly threatening, constrained, and confusing social and educational environment caused by the COVID-19 pandemic, we decided to shift the traditional focus of the Cognitive Load Theory (CLT) from students to instructors. In this process, we considered recent suggestions to acknowledge the psychological environment in which learning happens. According to this fundamental fact, "Learning and instructional procedures do not occur in a situational vacuum." Following this assertion, we adapted and implemented principles of CLT to reduce the extraneous load for our faculty to facilitate continued scholarly activity and support the overall wellbeing of our faculty during these trying times. The adoption of these principles enabled our team to cultivate attitudes and skills across multiple domains, such as online presentation technologies, implementing and maintaining a "classroom atmosphere" in a virtual environment, encouraging discussion among large online groups of students, facilitating group work, providing virtual office hours, and proactively planning for subsequent sessions.

Comparing the effects of demonstration, video display, and virtual social networks on nursing students' learning of hemodialysis clinical skills: An interventional and comparative study

BACKGROUND

Applying new methods of clinical education seems to provide nursing students with educational opportunities. The present study aimed to compare the effectiveness of training through demonstration, video display, and virtual social space on the learning of clinical skills among nursing students.

MATERIALS AND METHODS

In this semi-experimental research with posttest that was performed in 2019, thirty nursing students of the seventh semester were randomly assigned to three groups of demonstration, video display, and the social virtual space education with ten people in each group. The research was conducted in the hemodialysis ward of university hospitals. Each group was trained and evaluated during 10 days with 5-h sessions continuously. Participants' skills were evaluated using eight self-made, valid and reliable checklists, and the three groups were compared. For data analysis such as the means and standard deviations and inferential statistics, Mann-Whitney test, Kruskal-Wallis likelihood-ratio, and Chi-squared test in SPSS version 16 were used.

RESULTS

The results indicated that practical skill levels in the group of virtual social network were significantly higher than the two groups of video display (P = 0.045) and demonstration (P = 0.03). In addition, the group of virtual space had significantly higher scores than those of the other two groups only in two skills of "prime" and "disconnecting the patients from the machine" (P < 0.05).

CONCLUSION

Proper use of networks and social virtual space for clinical training, along with conventional methods of learning, provides good learning opportunities and is affordable in terms of time, cost, and process.

What is the impact of video as a teaching method on achieving psychomotor skills in nursing? A systematic review and meta-analysis

OBJECTIVES

The aim of this systematic review (SR) is to establish if video is a beneficial teaching method when teaching psychomotor skills in nursing.

DESIGN

Systematic review.

DATA SOURCES

A database search of CINAHL, MEDLINE, EMBASE and Cochrane was performed with search terms 'video', 'nurse' 'RCT' and 'practical skills' resulting in seventy-four research articles.

REVIEW METHOD

All research articles yielded from the searches from the specified databases were scanned while considering the research question, and the inclusion and exclusion criteria. Data were assessed by two independent reviewers on the title and abstract content initially, papers then considered at this point had the full text studied. Data extraction and table were compiled with headings of interest considering the research question. A narrative piece was written on the extraction table. Quality appraisal was performed by using RevMan software Version 5.3 to assess the internal validity of all eight studies.

RESULTS

This systematic review supports the use of video as a teaching method when achieving psychomotor skills. Nine different practical clinical skills have been taught throughout the papers and six out of the eight research papers concluded that video is a beneficial teaching method.

CONCLUSION

Video can be communicated via many modes, including mobile devices, making it very accessible to the user while facilitating guidance at their fingertips while providing current evidence-based care to the patient. This review suggests that making video accessible to the learner, is a positive addition when teaching and learning psychomotor skills.

Evaluating e-Learning in the Pathology Course During the COVID-19 Pandemic

PURPOSE

Synchronous and asynchronous e-learning is a promising and effective educational method for the delivery of medical lessons. Due to the public health measures implemented during the COVID-19 pandemic, our Pathology Department faced the challenge of a total online transition of the lessons. Therefore, the aim is to evaluate the aspects of the applied e-learning method they received.

MATERIALS AND METHODS

At the end of the semester when e-learning was applied, we designed a structured questionnaire consisting of 17 items via Google Forms, which took the students between 5 and 7 minutes to complete. Of the 257 students registered on the Pathology course in the fifth semester, 207 students (80.5%) returned completed valid questionnaires.

RESULTS

Fifteen of the seventeen components of the e-learning Pathology questionnaire were evaluated highly by the vast majority of the students. The two remaining items, the HIPON platform and the Microlabs e-lessons, were evaluated highly by almost half the students. Approximately 93% of medical students answered that e-learning could be integrated with real class lessons in the medical curriculum: 62.8% (N = 130) of students answered to a great extent, and 30.4% (N = 63) answered to a small extent. Statistically significant differences were found between the demographic characteristics of the participants (gender, permanent residence, working status) and their evaluation of the e-learning items.

CONCLUSION

E-learning was successfully implemented for the delivery of the pathology lessons and was widely accepted by the students, providing evidence for its future integration into the medical curriculum. Our findings illuminate various aspects of the students' experience with e-learning, and we strongly recommend that the students' evaluation and perspective be taken into consideration by the faculty in the development of policies for higher-quality medical education.

Exploring undergraduate nursing students' experiences towards home-based learning as pedagogy during the COVID-19 pandemic: a descriptive qualitative exploration

Background

The global COVID-19 pandemic has led to the need for educators to explore online platforms in delivering lessons to students. Home-based learning is one of the most commonly-used teaching methods that allow learning to take place despite a physical separation between the students and the educators.

Methods

A descriptive qualitative approach was used to explore the experiences of nursing undergraduates when using home-based learning as a pedagogy during the COVID-19 pandemic. Data were collected from twenty-three nursing students (n = 14 in year one; n = 9 in year two) of their full-time pre-registration nursing program in a public-funded university in Singapore. Semi-structured interviews using an interview guide was conducted through Zoom-based video-conferencing from November 2020 to January 2021. The interview lasted between 45 and 65 min (median = 45 min). Data collection took place concurrently with thematic analysis through Braun and Clarke’s six-step approach. This study was reported according to the Consolidated Criteria for Reporting Qualitative Research.

Results

Three main themes identified during the data analysis were: (1) challenges of home-based learning, where students detailed their experiences and difficulties encountered during the process; (2) the effectiveness of home-based learning, which explored the pedagogy’s impact on the students’ learning experience; and (3) students’ motivation to learn, where the effects on student morale and motivation in partaking in learning tasks were discussed.

Conclusions

Results from this study suggested that universities should incorporate more home-based learning opportunities as home-based learning to continue playing a crucial role in the foreseeable future. Universities should continue to incorporate more home-based learning opportunities into the existing nursing curriculaa in order to test their capacities and address technical challenges in online learning. Future studies should also consider incorporating other pedagogical strategies when conducting lessons online.

Construção e validação de um vídeo educativo sobre o banho de imersão do recém-nascido

RESUMO Objetivo Construir e validar um vídeo educativo sobre o banho de imersão do recém-nascido. Método Pesquisa metodológica, de produção tecnológica, desenvolvida nas fases: pré-produção, produção e pós-produção no período de dezembro de 2020 a fevereiro de 2022, validado por enfermeiros doutores,profissionais da área da comunicação social, equipe de enfermagem, puérperas e familiares. Utilizou-se o Índice de Validade de Conteúdo para avaliar concordância entre juízes e público-alvo e Alfa de Cronbrach a confiabilidade dos itens. Resultados O vídeo tem oito minutos e 34 segundos e foi organizado emantes, durante e após o banho. Roteiro/script e storyboard avaliados quanto ao objetivo, conteúdo, relevância, ambiente, linguagem verbal e inclusão de tópicos e vídeo quanto a funcionalidade, usabilidade, eficiência, técnica audiovisual, ambiente e procedimento, todos alcançaram índices iguais ou maiores a 0,80. Conclusão O vídeo apresenta potencial tecnológico para ser utilizado durante ações de educação emsaúde e práticas de educação permanente.

Construction and validation of an educational video on the newborn immersion bath

ABSTRACT Objective To build and validate an educational video about the immersion bath of the newborn. Method Methodological research, of technological production, developed in the phases: pre-production, production and post-production in the period from December 2020 to February 2022, validated by nurse practitioners, professionals in the area of social communication, nursing team, puerperal women and family members. The Content Validity Index was used to assess consistency and Cronbrach's Alpha reliability. Results The video is eight minutes and 34 seconds long and was organized into before, during and after the shower. The script/script and storyboard were evaluated regarding the objective, content, relevance, environment, verbal language and inclusion of topics and the video regarding functionality, usability, efficiency, audiovisual technique, environment and procedure, all of which achieved indices equal to or greater than 0,80. Conclusion The video has technological potential to be used during health education actions and in continuing education practices.

Youtube videos as an educational resource for ventrogluteal injection: A content, reliability and quality analysis

BACKGROUND

YouTube has become an important social media platform for teaching nursing skills. However, the content, reliability and quality levels of the videos on this platform are not adequately known.

OBJECTIVES

This study aims to evaluate the content, reliability and quality of YouTube videos on ventrogluteal injection application.

DESIGN

Descriptive.

SETTINGS

Online.

PARTICIPANTS

26 videos about ventrogluteal injection.

METHODS

Videos were searched using the keyword "ventrogluteal injection". The content of the 26 videos meeting the inclusion criteria were evaluated using the "Ventrogluteal Intramuscular Injection Skill Form", the reliability with the "DISCERN Questionnaire", and the quality levels using the "Global Quality Scale". The videos were categorized by their theme, type and upload source, and analysed statistically.

RESULTS

Of the 26 videos meeting the inclusion criteria, 21 (80.8%) were classified as useful information, 5 (19.2%) as misleading information by theme, 22 (84.6%) as educational, 4 (15.4%) as hormone therapy by type, 5 (19.2%) as official institutions, 13 (50%) as individual by source of uploads. The content, reliability, quality score of useful videos were higher than misleading videos. There was a significant difference (p < 0.05) between reliability score and the source of video uploads. Pairwise comparisons indicated that there was no statistically significant difference (p > 0.05) between the source of uploads of video and characteristics.

CONCLUSIONS

The use of the examined YouTube videos in the training of injection into the ventrogluteal site appears to have various risks in terms of ethics and patient safety. It may be suggested that the injection videos should be prepared by competent institutions/individuals, using best practice guides to increase the content, reliability and quality levels. It should particularly be borne in mind that videos on hormone therapy can be a public health threat.

A flipped classroom, same-level peer-assisted learning approach to clinical skill teaching for medical students

Background

Clinical procedural skills are vital components of medical education. Increased student intake and limited capacity of medical schools necessitate more efficient ways to deliver clinical skill teaching. This study employed a flipped classroom, peer-assisted learning approach to deliver clinical skill teaching. It aimed to determine the influence of pre-class demonstration video watching and in-class student-student interactions on clinical skill acquisition.

Methods

In 2017, a cohort of 205 medical students in their penultimate year of undergraduate medical study were recruited, and they learned bag mask ventilation and intravenous cannulation during this study. The participants watched a demonstration video before class, and then underwent self-directed practice as triads. Afterwards, each participant video-recorded their skill performance and completed post-class questionnaires. The videos were evaluated by two blinded assessors.

Results

A hundred and thirty-one participants (63.9%) completed the questionnaire. For bag mask ventilation, participants who claimed to have watched the corresponding demonstration video before class achieved higher performance scores (those who watched before class: 7.8 ± 1.0; those who did not: 6.3 ± 1.7; p < 0.01). For intravenous cannulation, while there is no significant difference in performance scores (those who watched before class: 14.3 ± 1.3; those who did not: 14.1 ± 1.4; p = 0.295), those who watched the video before class received less interventions from their peers during triad practice (those who watched before class: 2.9 ± 1.8; those who did not: 4.3 ± 2.9; p < 0.05). The questionnaire results showed that most participants preferred the new approach of clinical skill teaching and perceived it to be useful for skill acquisition.

Conclusion

The flipped classroom, same-level peer-assisted learning model is potentially an effective way to address the current challenges and improve the efficiency of clinical procedural skill teaching in medical schools.

Gender differences in information and communication technology use & skills: a systematic review and meta-analysis

Even though information and communication technology (ICT) is essential for everyday life and has gained considerable attention in education and other sectors, it also carries individual differences in its use and relevant skills. This systematic review aims to examine the gender differences in ICT use and skills for learning through technology. A comprehensive search of eight journal databases and a specific selection criterion was carried out to exclude articles that match our stated exclusion criteria. We included 42 peer-reviewed empirical publications and conference proceedings published between 2006 and 2020. For a subsample of studies, we performed a small-scale meta-analysis to quantify possible gender differences in ICT use and skills. A random-effects model uncovered a small and positive, yet not significant, effect size in favor of boys (g = 0.17, 95% CI [-0.01, 0.36]). However, this finding needs to be further backed by large-scale meta-analyses, including more study samples and a broader set of ICT use and skills measures. We highlight several concerns that should be addressed and more thoroughly in collaboration with one another to better IT skills and inspire new policies to increase the quality of ICT use. The findings from this review further suggest implications and present existing research challenges and point to future research directions.

Twelve tips for being an effective clinical skills peer teacher

The vast majority of clinical skills teaching at our medical school in London is delivered through a peer teaching programme, with research demonstrating that medical students unequivocally prefer being taught clinical skills by peer teachers (students) over-qualified physicians. Peer teaching holds a plethora of benefits for both the learner and the teacher; encouraging academic and professional growth for teachers while instilling confidence in tutees through an improved learning atmosphere. Teaching is an essential skill for all physicians, and peer teaching is an invaluable method to cultivate these teaching skills throughout medical education. This article outlines 12 tips on how medical students can be effective and successful clinical skills peer teachers when faced with medical teaching opportunities, whether physically or remotely conducted. We reflect upon our roles as Peer Teacher Leads, overseeing a team of 200 medical student clinical skills peer teachers on behalf of the faculty at our university in London. We are responsible for leadership and quality assurance, holding key input into the organisation, development and delivery of clinical skills teaching. Therefore, we are able to impart unique insight and experience. This practical guidance is gathered from feedback, experience and the wider literature on the topic of peer teaching in clinical skills. We hope that these tips will enable medical student teachers to become more confident and competent in providing worthwhile training to their peers.

Meeting the need: Creation of an online infection prevention course by the Golisano Institute for Developmental Disability Nursing for direct support professionals during COVID-19

The Center for Disease Control (CDC) recommended that direct support professionals (DSPs) take additional steps to protect people with disabilities during COVID-19 and receive training on the use of personal protective equipment and infection prevention. The Golisano Institute for Developmental Disability Nursing identified this as an unmet need and created an online asynchronous course for DSPs on infection prevention and use of personal protective equipment to reduce transmission of COVID-19 among individuals with disabilities and DSPs. Constructivism, experiential learning theory, and active learning theory guided content development. The course used games to break-up dense information into more manageable chunks as a means to increase learner engagement and motivation. The course was delivered on a dynamic Learning Management System to allow for a variety of content authoring tools to be utilized. After evaluation, the course was disseminated to DSPs. Future directions include a broader infection protection course for DSPs, without a direct focus on COVID-19.

The Effectiveness of Different E-Learning Modalities in Enhancing Neonatal Cardiopulmonary Resuscitation: Principles, Knowledge, and Communication Skills of Undergraduate Paramedic Students

INTRODUCTION

Paramedic students should have the crucial cognitive and psychomotor skills related to neonatal cardiopulmonary resuscitation (N-CPR).

STUDY OBJECTIVE

The aim of this study was to evaluate the effect of blended learning on the theoretical knowledge and preliminary knowledge of the psychomotor skills, adherence to the algorithm, and teamwork in simulation-based education (SBE) of N-CPR.

METHODS

This randomized, prospective study was conducted on 60 fourth-semester paramedic students. The participants were separated into two groups following a classroom lecture. Each group was assigned either a slide presentation (Group 1; SP-G) or a video clip (Group 2; V-G). All the participants answered multiple-choice questions (MCQs) and each group (Group 1 and Group 2) was divided into 10 sub-groups. These sub-groups were then tested in an observational performance evaluation (OPE) consisting of a neonatal asphyxia megacode scenario, after the classroom lecture and following the blended learning process.

RESULTS

Group performance, teamwork, communication skills, and adherence to the algorithm were evaluated. There was a significant difference in the MCQ and OPE results between the after classroom lecture and after blended learning for both groups. The average score of Group 2 was higher than Group 1 in the MCQ results (Mann-Whitney U test; P <.001). The average score of Group 2 was higher than Group 1 in the OPE results (Mann-Whitney U test; P = .002).

CONCLUSION

Blended learning, especially video clips, in adjunction with the classroom lecture were effective in acquiring and developing both technical and non-technical skills among paramedic students in SBE of N-CPR training.

The effects of an immersive 3d interactive video program on improving student nurses' nursing skill competence: A randomized controlled trial study

BACKGROUND AND OBJECTIVE

Acquired accurate clinical nursing skills are among the most important core nursing competencies for nursing students, as nursing students' inadequate skill capacities might endanger patients safety. Therefore, it is essential to develop teaching strategies to strengthen students' nursing skills. This study examined the effects of an immersive three-dimensional (3D) interactive video program on improving nursing students' nasogastric tube feeding skill competence.

DESIGN

A randomized controlled trial research design.

SETTINGS AND PARTICIPANTS

Forty-five nursing students from a university in northern Taiwan.

METHODS

The students were randomly assigned to an intervention group (n = 22) and a comparison group (n = 23). The intervention group received the immersive 3D interactive video program on nasogastric tube feeding, whereas the comparison group watched a regular demonstration video. The questionnaire was used to collect data before the intervention, immediately after the intervention, and one month after the intervention.

RESULTS

Nursing students' knowledge and confidence in nasogastric tube feeding were significantly improved after the intervention in both groups. Although there were no significant differences in students' knowledge, skill, and confidence between the two groups, participants' average satisfaction score with the immersive 3D interactive video program in the intervention group was significantly higher than in the comparison group that watched a regular video (t = 2.302, p = 0.026).

CONCLUSIONS

The findings of this study showed that both immersive 3D interactive video program and regular demonstration video could improve nursing students' learning outcomes. The higher satisfaction score in the intervention group indicates that learning through immersive 3D interactive video is acceptable and satisfactory. This study provides useful information for nursing faculty members for designing and developing teaching methods for the acquisition of nursing skills. It can also serve as a reference for further studies relating to AR, VR, or immersive learning materials.

Innovative approaches to teaching vascular access to nursing students in the COVID-19 era

PURPOSE

For the student nurse, peripheral venous cannulation is one of the most stressful skills to be learned. Although some healthcare employers/establishments offer courses on vascular access and infusion nursing as part of their onboarding programs, ultimately educational institutions should share the responsibility to ensure that graduating nurses can provide safe infusion therapies.

METHODS

An innovative vascular access and infusion nursing (VAIN) curriculum was created and mapped onto the entry to practice undergraduate nursing program at McGill University in Montréal, Québec, Canada. This presented an opportunity to implement new teaching approaches.

RESULTS

Students experienced multiple new teaching approaches including multimedia and experiential learning and live simulation to ensure acquisition of knowledge and psychomotor skills. The teaching approaches had to be rapidly modified with the advent of the COVID-19 pandemic.

CONCLUSIONS

The VAIN curriculum emphasizes simulation and directed practice, seeking to increase competence, confidence, and knowledge. The pandemic underscored the need for flexibility and creativity in content delivery.

Nursing Students' Perception Regarding Community Health Nursing Practical Modules Experience, at the Faculty of Nursing, Modern University for Technology and Information, Egypt

BACKGROUND

Learning depends not only upon how teachers have designed and structured their subjects and courses but also upon how their students perceive and understand this design and structure. Understanding student's level of perception with their clinical education forms a basis of determining the quality of nursing education.

OBJECTIVE

Assess nursing students' perception of their learning experience with community health nursing practical modules.

METHODS

Cross-sectional descriptive study, the convenience sample included 149 students studying a community health nursing practical course at the Faculty of Nursing affiliated to Modern University for Technology and Information. Three tools were used; (a) interviewing questionnaire regarding demographic characteristics. (b) Undergraduate modules experience questionnaire and (c) Student evaluation of clinical education environment inventory.

RESULTS

Students' total perception mean scores regarding the practical modules experience questionnaire was (79.82%), and different community clinical learning environment, family health centers (82.01%), schools (76. 83%), and geriatric homes (79. 29%) with statistical significance differences p ≤ .042. Furthermore, significant relationship was found between students' academic achievement and total perception of the Undergraduate Modules Experience Questionnaire (UMEQ) and its subscales, Good Teaching, Intellectual Motivation (p ≤ .01), Clear goals and standards and Generic Skills (p ≤ .04), Appropriate Assessment and Overall Satisfaction (p ≤ .05).

CONCLUSION

Nursing students revealed a higher positive perception of community health nursing practical modules experiences. However, there was few areas are required for improving quality of the practical modules.

IMPLICATIONS FOR NURSING EDUCATION

Increasing period of students' clinical training exposure, teaching the skills of effective time management as well as increasing number of the academic staff in the community health nursing department are recommended strategies for improving quality of community health nursing practical modules.

The Development of an Educational Video on Blood Pressure Measurement for Pharmacy Students

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.

Video-Based Coaching: An Efficient Learning and Teaching Modality for Pediatric Surgery and Pediatric Urology Training Program

Objective: The development of integrated multimedia operating rooms has made possible to record surgical procedures mainly in minimally invasive surgery (MIS) and robotic surgery. This modality of video storage allows the trainees to study surgical procedures based on video analysis. The aim of this study is to compare two learning methods of surgical procedures, operative textbooks and video-based coaching, in a group of 10 pediatric surgery trainees. Patients and Methods: We selected five surgical procedures to study: three MIS procedures, Nissen fundoplication, partial nephrectomy, and cholecystectomy; and two robotic procedures, Lich-Gregoir reimplantation for vesicoureteral reflux and Henderson-Hynes pyleoplasty for ureteropelvic junction obstruction. Ten trainees were divided into two groups of 5 each, Group 1 (G1) and Group 2 (G2). G1 studied the procedures analyzing videos, G2 studied the same procedure classically reading textbooks. Tutors prepared a questionnaire of 100 multianswered questions that was submitted to both groups, divided into 20 questions for each surgical technique. The questionnaire focused on the different steps of surgical techniques. Results: Analyzing the 10 questionnaires, G1 (video group) obtained a median result of 82 exact answers (74-97), whereas G2 (textbook group) obtained a median result of 64.2 correct answers (53-79). Analyzing statistically the results of two groups, using unpaired t-Student's test with a level of statistical significance >95%, the results of G1 were statistically significantly better that G2 with a P = .0265 for the average scores. Conclusion: Video-based coaching to learn surgical techniques is a novel, feasible, and excellent modality for supplementing surgical techniques learning for pediatric surgery trainees. Objective evaluation using a multianswered questionnaire demonstrates that video-based coaching in pediatric surgery is statistically better than textbook classic education. We suggest to adopt this teaching modality in every surgical training program above all to teach MIS and robotic surgery.

A blended learning teaching strategy strengthens the nursing students' performance and self-reported learning outcome achievement in an anatomy, physiology and biochemistry course - A quasi-experimental study

In nursing, bioscience is regarded as one of the cornerstones of nursing practice. However, bioscience disciplines as anatomy, physiology and biochemistry are considered challenging for students and the failure rate is high. In this study we explore a blended learning teaching strategy in an anatomy, physiology and biochemistry course for first year Bachelor nursing students. In the blended learning teaching strategy, short narrated online digital resources of bioscientific terms and concepts were integrated into the teaching design along with digital metacognitive evaluations of learning outcomes. Results show that compared to students receiving traditional face-to-face teaching, the students with a blended learning approach performed better on their national exam with a small to medium effect size (Cohen's d=0.23). Student course evaluations supported the blended learning delivery with small to medium effect sizes. The students reported that the digital resources supported their learning outcome achievement, that they better understood the teacher's expectations and that they were more satisfied with their virtual learning environment. This study adds to the growing literature of blended learning effectiveness in higher education, and suggests the use of digital resources as an enrichment of teaching and enhancement of students' study experience.

Evaluation of an educational video providing key messages for doctors to counsel families following a first afebrile seizure

AIM

The aim was to evaluate an educational video in educating doctors on the key messages and follow-up pathways following a first afebrile seizure presentation. A multidisciplinary expert team developed the video (http://www.pennsw.org.au/families/resources/first-seizure-pack-and-video) based on available evidence and best-practice. It contains a role-play between the parent/child and physician. It addresses: key messages to impart following a first seizure, seizure first aid, safety messages including necessary precautions post-discharge, contents of the First Seizure Pack for families, follow-up pathway and issues for discussion with the paediatrician at a later appointment.

METHODS

Paediatric/Emergency department (ED) trainees across three Australian sites were recruited during terms 1 and 2, 2019. A repeated measures design was used. Multilevel modelling analyses were performed. The primary outcome was clinician knowledge. Secondary outcomes were confidence in answering questions and counselling families. Qualitative data on the utility, strengths and weaknesses of the video were evaluated.

RESULTS

A total of 127 participants consented, one withdrew prior to commencing. A total of 126 baseline surveys, 115 follow-up surveys and 45 1-month follow-up surveys were returned. Viewing the video significantly improved knowledge of key messages at immediate follow-up (P < 0.001) and 1-month follow-up (P = 0.048). Likewise, confidence was significantly improved; 96.5% of responders found the video useful, 90.3% were likely to use the resource in the future and 82% would change their approach to counselling. Most liked aspects of the resource were clarity/conciseness of the information (n = 70) and comprehensiveness (n = 38).

CONCLUSION

This education video significantly improved clinician knowledge and confidence in counselling families following first seizure.

Development and evaluation of a technology-enhanced, enquiry-based learning program on managing neonatal extravasation injury: A pre-test/post-test mixed-methods study

BACKGROUND

Extravasation injury remains a significant preventable cause of morbidity and mortality in neonates. Equipping nursing students with the requisite knowledge and skills is essential for appropriate prevention, early detection, and management of extravasation injury.

OBJECTIVES

To develop a technology-enhanced, enquiry-based learning program for nursing students on the prevention and management of neonatal extravasation injury and examine its impact on their knowledge, approaches to studying and experience of learning.

DESIGN

A pre-test/post-test study with qualitative evaluation.

SETTINGS

Two university pre-registration nursing programs in Hong Kong.

PARTICIPANTS

A total of 192 senior-year nursing students.

METHODS

A novel learning program was developed comprising 25 scenario-based video vignettes supplemented with critical-thinking exercises, discussion guides, interactive games, reading materials and a 3-hour in-class interactive workshop. Students received unlimited online access to the program. Data were collected at baseline and one-month post-workshop. Outcomes were students' level of knowledge of prevention and management of extravasation injuries and related care, approaches to studying, and experience of learning. Paired t-tests were performed on pre- post-test outcome data and individual semi-structured interviews were conducted at one-month post-workshop, transcribed verbatim and analyzed thematically.

RESULTS

There were statistically significant improvements in students' level of knowledge and use of a deep approach to learning at one month compared with baseline. Students were highly satisfied with the program, appreciating the video vignettes and interactive small group discussions with academics and clinicians. Suggestions for enhancing the program included more time for the workshop, interaction with clinicians, and details on the administration of neonatal medications and dosages.

CONCLUSIONS

This study showed that a novel technology-enhanced, enquiry-based learning program was effective in enhancing nursing students' knowledge of the prevention and management of neonatal extravasation injury, approaches to studying and experience of learning.

The Impact on Nursing Students of Creating Audiovisual Material through Digital Storytelling as a Teaching Method

The creation of videos in teaching has a high educational potential and is a challenge that can motivate students. There is little evidence on the use of this method when applied to the creation of digital stories. Thus, the aim of this study was to measure student satisfaction with the creation of audiovisual material through digital storytelling, measure its usefulness, and evaluate its impact on their motivation to study the subject. As a secondary objective, we intended to determine the influence of this learning experience on raising awareness of society toward mental illnesses by measuring the impact by the number of views on social networks. A cross-sectional descriptive study design was used. The participants were 90 third-year nursing students enrolled in the subject "Psychiatric Nursing". The students created eight themed videos (depression, suicide, anxiety, anorexia, mobile phone addiction, obsessive-compulsive disorder, drug addiction, schizophrenia). The students were then asked to complete an ad hoc questionnaire on the matter. A total of 90% of the nursing students thought that creating the videos improved the acquisition of nursing knowledge, 91.2% replied that they would like to use the method in other subjects on the degree in nursing syllabus, and 67.8% thought that their clinical skills improved after using narrated digital stories to create videos. Students acknowledged that this training activity helped them feel better prepared and helped them better understand the subject. They believe that this teaching technique is more stimulating and more enjoyable than the conventional system, giving them more motivation to study the subject. Students acknowledge that the experience gained from this initiative has helped them feel better prepared and helped them better understand the subject, and they think that it will be a useful resource in the future as it has improved the process of the creation of audiovisual material through digital storytelling.

Transitioning to Teaching Online During the COVID-19 Pandemic

BACKGROUND

During the COVID-19 pandemic many nursing educators have been required to abruptly convert to an online delivery model. Faculty need resources and support to transition face to face courses into an online format.

PURPOSE

The purpose of this article is to highlight nursing faculty perceptions of the effectiveness of resources, support, and methodologies for online teaching during the COVID-19 Pandemic.

METHODS

A cross-sectional descriptive survey design was used to collect data about nursing faculty resources, support and methodologies used to transition at least one undergraduate or graduate degree nursing course to an online format during the COVID-19 pandemic.

RESULTS

Eighty-four faculty who taught in ten university colleges of nursing used varied teaching methodologies in online courses, but included some consistent methods such as websites and web based tools. The student engagement strategies that faculty were most satisfied with were journal writing and projects. Most faculty reported having information technology support and access to instructional design resources.

CONCLUSION

Nursing faculty were resourceful, adaptive, and willing to use both novel and existing resources and methodologies to meet their teaching objectives and engage students. They were also, overall, satisfied with the administrative support they received from their respective institutions. Many of these resources, methodologies, and supports will continue to be used by faculty as likely more programs and courses will continue to be managed online.

Evaluation of the symptom-focused health assessment and empathy program for undergraduate nursing students: A randomized controlled trial

BACKGROUND

Health assessments are a vital competency required of nurses. The more traditional ways of teaching and learning this skill require practice and are often limited by time constraints. With the rise of technology-based platforms, students can supplement their learning health assessment skills through other means, such as videos, that not only teach the steps but also allow them to learn in context.

OBJECTIVES

This study describes how a symptom-focused health assessment and empathy (SHAE) program, which primarily involves the use of a case-based health assessment video, was implemented and evaluated.

DESIGN

The study involved a single-centre, single-blind, parallel randomized controlled trial.

SETTINGS

The study was conducted at a university in Singapore.

PARTICIPANTS

Year one undergraduate nursing students enrolled in the Comprehensive Health Assessment (CHA) module during semester two of the academic year 2018/2019 participated in the study.

METHODS

Participants were randomized into one of the two parallel groups: the experimental group or the waitlisted control (WL) group. The experimental group received the SHAE program in addition to conventional learning methods (e-lectures, lab demonstration, and pair practice). The WL group received only the conventional learning methods. Pre- and post-test measures of the study variables such as knowledge, health assessment skills, confidence, empathy, and intention to learn were conducted. The WL group was given access to the SHAE program after the post-test. Analyses of covariance (ANCOVA) were used to compare the means of the study variables between the intervention and WL groups.

RESULTS

Participants in the intervention group had significantly higher scores on knowledge (p = 0.016), confidence (p = 0.03), and health assessment skills (p = 0.004). No significant differences in intention to learn and empathy between the two groups were found.

CONCLUSION

The use of a case-based video has the potential to be a valuable method of teaching health assessments in context to nursing students. The SHAE program has shown beneficial effects on students' knowledge, health assessment skills, and confidence. However, there was no effect on students' intentions to learn and their empathy. Further refinements of the program will need to focus on improving these domains.