Use of Video-Feedback, Reflection, and Interactive Analysis to Improve Nurse Leadership Practices

Crenshaw, Jeannette T.

doi:10.1097/naq.0b013e318258c4e0

Cited by 19 publications

(15 citation statements)

References 14 publications

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“…10,12,[15][16][17][18] The use of VF originated in athletics learning, 19 which inspired robust literature supporting VF as an effective means of improving communication skills in healthcare education. 11,12,15,[20][21][22][23] When applied to medical procedural skills, there are fewer studies that investigate its effectiveness as a procedural teaching tool. The Kirkpatrick model is a well-established educational model used to rank the impact of educational programs.…”

Section: Résumémentioning

confidence: 99%

Video Modeling and Video Feedback to Reduce Time to Perform Intravenous Cannulation in Medical Students: A Randomized-Controlled Mixed-Methods Study

Madampage

et al. 2020

Can J Anesth/J Can Anesth

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Purpose Combined video modeling (VM) and video feedback (VF) may be more beneficial than traditional feedback when teaching procedural skills. This study examined whether repeated VM and VF compared with VM alone reduced the time required for medical students to perform peripheral intravenous (IV) cannulation. Methods Twenty-five novice medical students were randomly assigned to groups in a one-way blinded embedded mixed-methods study to perform IV cannulation.Participants received standardized instruction and performed IV cannulation on each other while being audio-video recorded. They were assigned to review a video of an expert performing IV cannulation (VM alone), or both the expert video and a video of their own most recent IV cannulation (VM?VF), before returning to perform another IV cannulation. This was repeated for a total of four IV cannulation encounters and three video reviews. A post-test interview was also conducted and analyzed qualitatively using thematic content analysis. Results The median [interquartile range] time required to perform IV cannulation in the final encounter was significantly different between the VM?VF group vs VM alone group (126 [93-226] sec vs 345 [131-537] sec, respectively; median difference, 111 sec; 95% confidence interval, 8 to 391; P = 0.02). There was no significant difference in IV cannulation success between VM alone and VM?VF in the final encounter (75% vs 85% respectively; P = 0.65). For the VM?VF group, the time to perform IV cannulation was reduced after the final encounter compared with the baseline encounter (P = 0.002), which was not true of the VM alone group (P = 0.35).

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Section: Résumémentioning

confidence: 99%

Video Modeling and Video Feedback to Reduce Time to Perform Intravenous Cannulation in Medical Students: A Randomized-Controlled Mixed-Methods Study

Madampage

et al. 2020

Can J Anesth/J Can Anesth

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“…In occupational health, video has been used to assess and evaluate posture and movements during work (Hakkarainen, Ketola, & Nevala, 2011 ; Soares et al, 2012 ). Within healthcare education and professional development, video feedback has shown to be beneficial in supporting postliminary reflection on in-action activities in group meetings (Carroll, Iedema, & Kerridge, 2008 ; Crenshaw, 2012 ; Iedema et al, 2009 ). Video feedback has also been considered to be useful in clinical skills training in nursing education as a basis for reflection about a training activity (Johannesson, Silén, Kvist, & Hult, 2013 ).…”

mentioning

confidence: 99%

Is that really my movement?—Students' experiences of a video-supported interactive learning model for movement awareness

Backåberg

Gummesson

Brunt

et al. 2015

International Journal of Qualitative Studies on Health and Well

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Healthcare staff and students have a great risk of developing musculoskeletal symptoms. One cause of this is heavy load related work activities such as manual handling, in which the quality of individual work technique may play a major role. Preventive interventions and well-defined educational strategies to support movement awareness and long-lasting movement changes need to be developed. The aim of the present study was to explore nursing students’ experiences of a newly developed interactive learning model for movement awareness. The learning model, which is based on a life-world perspective with focus on interpersonal interaction, has been used with 11 undergraduate students from the second and final year. Each student participated in three individual video sessions with a facilitator. Two individual interviews were carried out with each student during the learning process and one interview 12–18 months after the last session. The interviews were audio-recorded and transcribed verbatim, and a phenomenological hermeneutic method inspired by Paul Ricoeur and described by Lindseth and Norberg was used to interpret the interviews and diary notes. The interpretation resulted in three key themes and nine subthemes. The key themes were; “Obtaining better preconditions for bodily awareness,” “Experiencing changes in one's own movement,” and “Experiencing challenges in the learning process.” The interactive learning model entails a powerful and challenging experience that develops movement awareness. The experience of meaningfulness and usefulness emerges increasingly and alternates with a feeling of discomfort. The learning model may contribute to the body of knowledge of well-defined educational strategies in movement awareness and learning in, for example, preventive interventions and ergonomic education. It may also be valuable in other practical learning situations where movement awareness is required.

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“…Furthermore, some previous studies have clarified how supervisors or peers should provide feedback. Video feedback with reflection and interactive analysis is an untapped resource for nurse leaders and aspiring nurse leaders in their development of effective leadership skills [7]. Participants using peer-to-peer shadowing as a technique for the development of mid-level nurse managers in clinical leadership found that balancing the act of stepping in and taking action or just observing and giving or withholding feedback are important practices that are difficult to develop [8].…”

Section: Introductionmentioning

confidence: 99%

Qualitative Study of Supervisor Feedback on Nurse Managers' Reflective Journals

Kuraoka¹

2018

Int Arch Nurs Health Care

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Objectives: The present study aimed to clarify supervisor feedback on the reflective journals of nurse managers in the early years of supervisory role. Methods: A total of 63 nurse managers participated in an experiential learning-based program that included writing entries in a reflective journal and supervisor feedback. The Experiential Learning Inventory on the Job (ELI) was administered before and after the program. Overall, 10 nurse managers showed apparent changes in their Experiential Learning Inventory scores after completing the program. We qualitatively analyzed the data from 41 reflective journal entries written by these 10 nurses along with the written feedback from their supervisors and subjected the data to descriptive analysis. Results: The analysis yielded the following seven themes: "suggestions on how to describe the situation", "questions to clarify important information", "positive feedback on the nurse manager's thoughts and actions", "analyzing circumstances from the supervisor's viewpoint", "clarifying learning points for the nurse manager", "demonstrating actions the nurse manager should take" and "suggestions on how to develop learning points from experience". Discussion: In this study, we provided specific contents of supervisor feedback provided to 10 nurse managers who showed apparent changes in their ELI scores after completing an experiential learning-based program to foster competence among nurse managers. We believe the feedback provided by the supervisors in this study might promote experiential learning among nurse managers. Limitations: Because there were only 10 study participants and all had apparent changes in their ELI scores after completing the experiential learning-based program, caution should be exercised in generalizing the results of this study to other groups. To confirm the present results, in the future, it is necessary to investigate supervisor feedback in different subjects, such as nurse managers who did not show changes in their ELI scores after completing the program. Conclusion: Qualitative and descriptive analysis revealed seven themes for supervisor feedback on nurse managers' reflective journals.

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Use of Video-Feedback, Reflection, and Interactive Analysis to Improve Nurse Leadership Practices

Cited by 19 publications

References 14 publications

Video Modeling and Video Feedback to Reduce Time to Perform Intravenous Cannulation in Medical Students: A Randomized-Controlled Mixed-Methods Study

Video Modeling and Video Feedback to Reduce Time to Perform Intravenous Cannulation in Medical Students: A Randomized-Controlled Mixed-Methods Study

Is that really my movement?—Students' experiences of a video-supported interactive learning model for movement awareness

Qualitative Study of Supervisor Feedback on Nurse Managers' Reflective Journals

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