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

Clerkin, Rosemary; Patton, Declan; Moore, Zena; Nugent, Linda; Avşar, Pınar

doi:10.1016/j.nedt.2022.105280

Cited by 23 publications

(7 citation statements)

References 27 publications

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“…Still, it is carried out through an approach that begins with planning to achieve professional competency standards (especially for teachers who have not attained competency standards in line with the results of performance assessments, or other words, low performers), maintain/maintain and develop knowledge, skills, and acquisition of new knowledge and skills (Magowan & Stewart, 2021). Continuous Professional Development in the context of developing knowledge and skills is the responsibility of individual teachers following the learning community, so it is significant for teachers at the very front end of education (Clerkin et al, 2022). Therefore, for sustainable professional development to: 1) support individual needs and improve professional practices, Continuing Professional Development activities must ensure the depth of knowledge related to teaching materials being taught (Nicholls et al, 2017); 2) provide a solid foundation of learning methodology (pedagogics) for specific subjects (Wilson & Hobbs, 2022); 3).…”

Section: Resultsmentioning

confidence: 99%

“…Therefore, for sustainable professional development to: 1) support individual needs and improve professional practices, Continuing Professional Development activities must ensure the depth of knowledge related to teaching materials being taught (Nicholls et al, 2017); 2) provide a solid foundation of learning methodology (pedagogics) for specific subjects (Wilson & Hobbs, 2022); 3). provide more general knowledge about the learning process and school as an institution in addition to knowledge related to teaching materials taught and learning methodologies (pedagogics) for certain subjects (Mccartney & Boschmans, 2020); 4) root in and reflect the best available research in the field of education; 5) contribute to the measurement of the increase in the success of students in their learning (Msosa et al, 2022); 6) make teachers intellectually connected to existing ideas and resources (Loureiro et al, 2017); 7) provide sufficient time, support and resources for teachers to be able to master the content of learning materials and pedagogy and integrate them into daily learning practices (Ward et al, 2022); 8) designed by representatives of those who will participate in PKB activities in collaboration with experts in their fields (Shuid et al, 2015); 9) includes various forms of activities including some activities that may not have been thought of before according to the conditions and needs at that time (Clerkin et al, 2022). Teaching Clinic as a teacher's professional development model has three primary clinics: coaching, self-development, and professional development clinics.…”

Section: Resultsmentioning

confidence: 99%

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Continuous Professional Development of Teachers Through Teaching Clinics at Muhammadiyah 28 Islamic Elementary School

Wahjusaputri

Syarif²,

Handayani³

et al. 2023

J. Prim. Edukasia

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This study aims to develop the continuous professionalism of teachers through the Teaching Clinic at the Muhammadiyah 28 Islamic Elementary School, Jakarta. Continued professionalism requires high self-awareness of teachers to consistently build their profession regardless of educational qualifications, subjects, and levels of education. The research method uses Research Development with the ADDIE model, consisting of five stages: Analysis, Design, Development, Implementation, and Evaluation. The research subjects were teachers of grades I – VI of SD Islam Muhammadiyah 28 Jakarta. The results showed that teachers' need for continuous professional development was very high using a self-management model including self-mastery, self-motivation, self-management, material, and emotions. Further study has discovered that the resulting self-management model is feasible to use. This is shown by expert validation of 87% and practitioner validation of 83.5%. The study hopes to provide a self-management model for fostering continuous professionalism of teachers at SD Islam Muhammadiyah 28 Jakarta through the Teaching Clinic

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Continuous Professional Development of Teachers Through Teaching Clinics at Muhammadiyah 28 Islamic Elementary School

Wahjusaputri

Syarif²,

Handayani³

et al. 2023

J. Prim. Edukasia

View full text Add to dashboard Cite

show abstract

“…In contrast, creating an effective video training is easier and less resource-intensive. They have been shown to be effective in psychomotor skills training [ 28 ].…”

Section: Discussionmentioning

confidence: 99%

“…More complex steps are shown from a first-person perspective. The video was chosen as a comparison learning modality to VR since it has been shown to deliver promising results in psychomotor skills training [ 28 ].…”

Section: Methodsmentioning

confidence: 99%

My hands are running away – learning a complex nursing skill via virtual reality simulation: a randomised mixed methods study

et al. 2023

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Background Clinical skills training is an essential component of nursing education. However, sometimes education does not sufficiently prepare nurses for the real world. Virtual reality (VR) is an innovative method to complement existing learning strategies, yet few studies investigate its effectiveness. This study compared educational outcomes achieved by three groups learning with either of two different VR simulation variants, with varying technological features, or a video training on the endotracheal suctioning skill. Methods The investigated outcomes were knowledge and skill acquisition, learner satisfaction, and technology acceptance. 131 undergraduate nursing students were randomised into three groups, based on the interventions they received. Knowledge was assessed through a pre-post-test design, skill through a post-intervention objective structured clinical examination on a manikin, learning satisfaction and technology acceptance through standardised questionnaires, and qualitative feedback through focus groups. Results All interventions led to a significant knowledge acquisition, with no significant difference between the groups. The video intervention group performed significantly better than the VR groups in skill demonstration. One of the two VR intervention groups had a significantly higher learner satisfaction than the video group. Technology acceptance was high for both VR groups, with the simpler VR simulation resulting in higher technology acceptance than the one with more experimental features. Students described the VR experience as realistic, interactive, and immersive, and saw the opportunity to practise skills in a safe environment, learn from mistakes, and increase knowledge and confidence. Conclusions For the development of VR trainings, we recommend keeping them simple and targeting a specific educational outcome since trying to optimise for multiple outcomes is resource intensive and hard to achieve. Psychomotor skills were easier for participants to learn by watching a video on the procedure rather than practically learning it with the VR hardware, which is a more abstract representation of reality. We therefore recommend using VR as a complementing resource to skills labs, rather than replacing existing learning strategies. Perhaps VR is not ideal for practising practical psychomotor skills at the moment, but it can increase knowledge, satisfaction, motivation, confidence and prepare for further practical training. Trial registration Not applicable.

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“…While video-based training has been shown to be an effective means of psychomotor skills training, little data is available on AR-based training, and further examinations are needed. (Clerkin et al, 2022;Moesl et al, 2021). While much of AR-based training assessments have focused on improving immersion for context-specific trainings, little is known how users learn AR interactions and gestures (e.g., poking, raycasting) commonly employed in these trainings.…”

Section: Introductionmentioning

confidence: 99%

Comparing the efficacy of AR-based training with video-based training

Dwivedi¹,

Hayes²,

Pedron³

et al. 2022

Proceedings of the Human Factors and Ergonomics Society Annual

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In recent years, US Emergency Medical Services (EMS) have faced a massive shortage of EMS workers. The sudden outbreak of the pandemic has further exacerbated this issue by limiting in-person training. Additionally, current training modalities for first responders are costly and time-consuming, further limiting training opportunities. To overcome these challenges, this paper compares the efficacy of augmented reality (AR), an emerging training modality, and video-based training to address many of these issues without compromising the quality of the training with reduced instructor interaction. We examined performance, subjective, and physiological data to better understand workload, user engagement, and cognitive load distribution of 51 participants during training. The statistical analysis of physiological data and subjective responses indicate that performance during AR and video-based training and retention phases depended on gender perception of workload and cognitive load (intrinsic, germane, extraneous). However, user engagement was higher in AR-based training for both genders during training.

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

Cited by 23 publications

References 27 publications

Continuous Professional Development of Teachers Through Teaching Clinics at Muhammadiyah 28 Islamic Elementary School

Continuous Professional Development of Teachers Through Teaching Clinics at Muhammadiyah 28 Islamic Elementary School

My hands are running away – learning a complex nursing skill via virtual reality simulation: a randomised mixed methods study

Comparing the efficacy of AR-based training with video-based training

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