A multi-method study to determine the effectiveness of, and student attitudes to, online instructional videos for teaching clinical nursing skills

Kelly, M. and Lyng, C. and McGrath, M. and Cannon, G. (2009) A multi-method study to determine the effectiveness of, and student attitudes to, online instructional videos for teaching clinical nursing skills. Nurse Education Today, 29 (3). pp. 292-300. ISSN 02606917 (ISSN)

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Abstract

E-learning is regularly promoted in higher education settings as a way of fostering more flexible approaches to learning. It has been argued however that the 'potential benefits of new information and communication technology instruments in education' have not been subjected to critical scrutiny (Debande, O., 2004. ICTs and the development of e-learning in Europe: the role of the public and private sectors. European Journal of Education 39 (2), 191-208, p. 192). This paper outlines a multi-method evaluation of an e-learning innovation designed to teach clinical skills to student nurses. Responding to the challenges of teaching clinical skills to large class sizes, we developed a set of instructional videos for one undergraduate skills-based module, which are now integral to the module and available online to students on a continuous basis. Evaluation suggests that students' performance outcomes are unchanged. The students view the flexible and self-management aspects of this method of learning positively, with some attitudinal differences between male and female, and mature and non-mature students. However, it is best used to complement rather than replace lecturer demonstration, lending support to a 'blended' model (Collis, B., van der Wende, M., 2002. Models of Technology and Change in Higher Education: An International Comparative Survey on The Current and Future Use of ICT in Higher Education, University of Twente, Center for Higher Education Policy Studies, The Netherlands). © 2008 Elsevier Ltd. All rights reserved.

Item Type: Article
Additional Information: Cited By :41; Export Date: 23 February 2015; Correspondence Address: Kelly, M.; School of Nursing, Dublin City University, Glasnevin, Dublin, Ireland; email: mary.t.kelly@dcu.ie; References: Akerlind, G.S., Trevitt, C., Enhancing self-directed learning through educational technology: when students resist the change (1996) IETI, 36 (2), pp. 96-102; Collis, B., van der Wende, M., (2002) Models of Technology and Change in Higher Education: an International Comparative Survey on the Current and Future Use of ICT in Higher Education, , University of Twente, Center for Higher Education Policy Studies, The Netherlands; Corbally, M.A., Considering video production? Lessons learned from the production of a blood pressure measurement video (2005) Nurse Education in Practice, 5 (6), pp. 375-379; Debande, O., ICTs and the development of e-learning in Europe: the role of the public and private sectors (2004) European Journal of Education, 39 (2), pp. 191-208; Forman, D., Nyatanga, L.N., Rich, T., E-learning and educational diversity (2002) Nurse Education Today, 22 (1), pp. 76-82; Fox, S., McKeogh, F., Can e-learning promote higher-order learning without tutor overload? (2003) Open Learning, 18 (2), pp. 121-134; Goodison, T., The implementation of e-learning in higher education in the United Kingdom: the road ahead (2001) Higher Education in Europe, 26 (2), pp. 247-262; Hopcraft, A., Commentary. E-learning and educational diversity (2002) Nurse Education Today, 22 (1), pp. 83-84; Jacobsen, H., A comparison of on-campus first year undergraduate nursing students' experiences with face-to-face and on-line discussions (2006) Nurse Education Today, 26, pp. 494-500; Kale, S., Richardson, B., The effective use of e-learning in postgraduate health-care students (2006) International Journal of Therapy and Rehabilitation, 13 (7), pp. 299-302; Kenny, A., Online learning: enhancing nurse education? (2002) Journal of Advanced Nursing, 38 (2), pp. 127-135; McAndrew, P., Brasher, A., Hardy, P., Determining research questions in e-learning (2004) Networked Learning Conference, , http://www.shef.ac.uk/ncl2004/proceedings/Individual_papers/McAndrew_et_al.htm, Proceedings; McGrath, M., Moran, A., Kelly, M., Kingston, R., Henry, P., The value of technology in the acquisition of clinical nursing skills (2005) 1st International Clinical Skills Conference, , May 9-11, Prato, Italy; Paterson, B.L., A Framework to identify reactivity in qualitative research (1994) Western Journal of Nursing Research, 16 (3), pp. 301-316; Patton, M.Q., (2002) Qualitative Research and Evaluation Methods. third ed., , Sage Publications, London; Rogers, A., (2002) Teaching Adults. third ed., , Open University Press, Maidenhead; Smith, A.R., Jones, J., Cavanaugh, C., Venn, J., Wilson, W., Effect of interactive media on basic clinical psychomotor skills performance by physical therapist students (2006) Journal of Physical Therapy Education, 20 (2), pp. 61-67; Thakore, H., McMahon, T., Virtually there: e-learning in medical education (2006) The Clinical Teacher, 3 (4), pp. 225-228; Thiele, J., Learning patterns of online students (2003) Journal of Nursing Education, 42 (8), pp. 364-366; Woo, M., Kimmick, J., Comparison of internet versus lecture instructional methods for teaching nursing research (2000) Journal of Professional Nursing, 16 (3), pp. 132-139
Uncontrolled Keywords: Clinical skills; E-learning; Online learning; Undergraduate nurse education; adult; article; attitude; clinical trial; controlled clinical trial; controlled study; female; human; Ireland; male; multimedia; nursing education; randomized controlled trial; teaching; videorecording; Computer-Assisted Instruction; Education, Nursing, Baccalaureate; Humans; Videotape Recording
Depositing User: National Forum
Date Deposited: 03 Dec 2015 20:37
Last Modified: 03 Dec 2015 20:42
URI: http://eprints.teachingandlearning.ie/id/eprint/2648

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