Picture guided learning - A picture-based clinical skill teaching resource in undergraduate nursing in South Australia

Authors

  • Ying Yu College of Nursing and Health Sciences, Flinders University
  • Jodie Price College of Nursing and Health Sciences, Flinders University
  • Vincent Pearson College of Nursing and Health Sciences, Flinders University
  • Leeanne Pront College of Nursing and Health Sciences, Flinders University
  • Angie Sterland College of Nursing and Health Sciences, Flinders University, South Australia
  • Maurine Redden College of Nursing and Health Sciences, Flinders University
  • Fathimath Shifaza College of Nursing and Health Sciences, Flinders University

DOI:

https://doi.org/10.35882/ijahst.v1i2.2

Keywords:

Clinical Skill Storybook, Clinical Skill Teaching, Undergraduate Nursing, Nursing Skills, Psychomotor Skills, Skills laboratory, Clinical competence

Abstract

A competent nursing graduate is required to perform psychomotor skills related to clinical procedures, articulate knowledge to support their activities, work in a team with efficient time management skills and have strategies to perform in the increasingly busy clinical environment and with complex patient acuity. Student Evaluation of Teaching data from an undergraduate nursing clinical subject 2014-2018 identified an inconsistency in clinical skill teaching/delivery by educators which needed to be addressed. This study aimed to evaluate the outcome of implementing the Clinical Skill Storybook as an additional teaching resource for students’ clinical skill development.  A descriptive analysis approach was applied to summarise quantitative and qualitative subject evaluation data along with Clinical Skill Storybook evaluation questionnaires (2018-2020). Data analysis identified five themes: (1) Clinical Skill Storybook as a Learning Resource, (2) Self-directed learning and peer support, (3) Developing clinical skill competency, (4) Preparation for clinical placement, and (5) Maintaining teaching consistency. It was evident that the Clinical Skill Storybook provided an easy-to-follow visual guide which assisted students’ confidence and competence of skill development. The subject evaluation highlights that students were significantly more satisfied with the teaching resources than in previous years. The implementation of the Clinical Skill Storybook actively improved students’ skill acquisition, confidence, and readiness for placement. The findings indicated that picture-based resources such as the Clinical Skill Storybook are beneficial for nursing students’ clinical skill development. Further involvement with stakeholders such as clinical venues in developing the clinical skill storybook is planned for future exploration.   

Downloads

Download data is not yet available.

Author Biographies

Ying Yu, College of Nursing and Health Sciences, Flinders University

Y.Yu is a registered nurse with more than 25 years full time acute care nursing experiences in China and Australia. Ying furthered her nursing qualifications since migrate to Australia in 2004 by completing a post graduate certificate in Intensive Care Nursing, a graduate certificate in Clinical Education and Master of Nursing. In 2018 Ying moved from the clinical field to the academic field to share her knowledge and experience with the next generation of nurses. Ying excelled in her earlier academic career by receiving the Vice President & Executive Dean’s Education Award in 2019, Vice President’s Teaching Excellence Award and Vice-Chancellor’s Awards for Excellence in Teaching in 2020. Ying is completing her PhD at College of Nursing and Health Sciences, Flinders university, Australia with a scholarship funded by Medical Research Future Fund Australia. The field of study is online psychoeducation for informal caregivers of people living with dementia. Research interest include teaching and learning, cultural and linguistic diverse population, informal caregiver education and support. Recent publication: Yu, Y., Xiao, L., & Chamberlain, D. J. (2021). Perceptions of care in patients from culturally and linguistically diverse background during acute and critical illness: A integrative literature review. Aust Crit Care, 34(5), 486-495. https://doi.org/10.1016/j.aucc.2020.11.004

Jodie Price, College of Nursing and Health Sciences, Flinders University

J. Price has a clinical background in Intensive care and Cardiac nursing, working in these areas for over 20 years. She completed Graduate Certificate in Health-Critical Care and Master of Nursing. She has extensive teaching experience, teaching at Flinders University since 2006, both as a casual and Full time Academic. She also worked as a Professional Placement Facilitator for Flinders University for 8 years. She teaches across the curriculum, however has a special focus on 3rd year Nursing students, working with them to assist them in gaining the knowledge and skills to ensure that they are successful Registered Nurses when they complete their degree. She is passionate about teaching and Nursing and has expertise working with students who require additional support in clinical skill and professional language development. Jodie is a Topic Coordinator, third year level Coordinator, Lab workforce Team leader, Nursing Communication and Practice Co-Project leader, Clinical Skill Storybook project and BN redesign team member.

Vincent Pearson, College of Nursing and Health Sciences, Flinders University

V.Pearson is a registered nurse at Royal Adelaide Hospital and an Associate Lecturer at Flinders University, South Australia. Vincent graduated with a Bachelor of Nursing and a Master of Nursing (Cardiac) from Flinders University. Currently, Vincent is pursuing postgraduate studies at Flinders University. His postgraduate research focuses on identifying a scalable implementation strategy for integrated atrial fibrillation care in primary care. Vincent has worked on multiple projects investigating cardiovascular health with researchers from Caring Futures Institute at Flinders University.

Leeanne Pront, College of Nursing and Health Sciences, Flinders University

L. Pront is a registered nurse with a clinical background in rural/ remote emergency and theatre experience. Leeanne is a Nursing Lecturer at Flinders University with a passion for Clinical teaching and learning. As a PhD candidate her thesis focuses on the ‘what is good clinical supervision’. As the Placement Education Coordinator for Nursing at Flinders University her role supports ongoing development of clinical placement availability, education and support for clinical venues, clinical facilitators and student to optimise student learning in this environment.

Fathimath Shifaza, College of Nursing and Health Sciences, Flinders University

Dr FATHIMATH SHIFAZA Was born in the Maldives. She received her BSc of Nursing from Monash University, MSc from Adelaide University and PhD from the University of South Australia. Fathimath is a Senior Lecturer in Nursing at the College of Nursing and Health Sciences. Dr Shifaza is a registered nurse with additional qualifications in Midwifery and has over 20 years of clinical nursing and midwifery experience in Australia and Internationally. Her current research interest focuses on translating evidence to clinical practice, practice change and academic teaching styles. Fathimath’s work underpins the importance of having Evidence-based Champions in a clinical setting to implement evidence-based practice. She has conducted several EBP research projects in clinical settings, academia. Her post-doctoral fellowship at the Ohio State University broadens her knowledge and scope of expertise in Evidence-based Practice. She frequently contributes to international conferences as a keynote speaker, invited speaker and acts as a peer reviewer for a number of International Journals. Dr Shifaza was a recipient of the College of Nursing and Health Sciences Teaching excellent Award 2021, Outstanding Health Researcher Award 2018 - Ministry of Health, Maldives, the Endeavour executive fellowship in 2017- Department of Education and Training -Australia, Australian Postgraduate Award 2011- Department of Education and Training -Australia.

References

J. E. Lee and I. O. Sim, "Gap between college education and clinical practice: Experience of newly graduated nurses," Nursing Open, vol. 7, no. 1, pp. 449-456, 2020, doi: 10.1002/nop2.409.

B. Donik, M. Pajnkihar, and M. Bernik, "Employability of Nursing Care Graduates," Organizacija, vol. 48, no. 4, pp. 287-297, 2015, doi: 10.1515/orga-2015-0023.

H. Brendel and J. P. Walker, "Reconstructing a Nursing Skills Lab: A Quality Improvement Project," Nursing Education Perspectives, vol. 42, no. 6, pp. E120-E122, 2021.

K. Illeris, Contemporary theories of learning: learning theorists... in their own words. Routledge, 2009.

O. G. Mwale and R. Kalawa, "Factors affecting acquisition of psychomotor clinical skills by student nurses and midwives in CHAM Nursing Colleges in Malawi: A qualitative exploratory study," BMC Nursing, vol. 15, no. 30, pp. 1-9, 2016, doi: 10.1186/s12912-016-0153-7.

Y.-H. Chuang, F.-C. Lai, C.-C. Chang, and H.-T. Wan, "Effects of a skill demonstration video delivered by smartphone on facilitating nursing students' skill competencies and self-confidence: A randomized controlled trial study," Nurse Educ Today, vol. 66, pp. 63-68, 2018, doi: 10.1016/j.nedt.2018.03.027.

E. Lengetti et al., "An innovative approach to educating nurses to clinical competence: A randomized controlled trial," Nurse Educ Pract, vol. 33, pp. 159-163, 2018, doi: 10.1016/j.nepr.2018.08.007.

H. Chan, M. Hassali, C. Lim, F. Saleem, and W. Tan, "Using pictograms to assist caregivers in liquid medication administration: a systematic review," Journal of clinical pharmacy and therapeutics, vol. 40, no. 3, pp. 266-272, 2015.

B. Hill et al., "Automated pictographic illustration of discharge instructions with Glyph: impact on patient recall and satisfaction," Journal of the American Medical Informatics Association, vol. 23, no. 6, pp. 1136-1142, 2016.

F. Aliakbari, N. Parvin, M. Heidari, and F. Haghani, "Learning theories application in nursing education," Journal of education and health promotion, vol. 4, 2015, doi: 10.4103/2277-9531.151867.

S. Latimer, J. Hewitt, R. Stanbrough, and R. McAndrew, "Reducing medication errors: Teaching strategies that increase nursing students' awareness of medication errors and their prevention," ed: Elsevier, 2017.

K. Shabani, M. Khatib, and S. Ebadi, "Vygotsky's zone of proximal development: Instructional implications and teachers' professional development," English language teaching, vol. 3, no. 4, pp. 237-248, 2010.

M. Maguire and B. Delahunt, "Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars," All Ireland Journal of Higher Education, vol. 9, no. 3, 2017.

T. Changiz, Z. Amouzeshi, A. Najimi, and P. Adibi, "A narrative review of psychomotor abilities in medical sciences: Definition, categorization, tests, and training," Journal of Research in Medical Sciences, Review Article vol. 26, no. 1, pp. 69-69, January 1, 2021 2021, doi: 10.4103/jrms.JRMS_965_19.

P. Benner, "Using the Dreyfus Model of Skill Acquisition to Describe and Interpret Skill Acquisition and Clinical Judgment in Nursing Practice and Education," Bulletin of Science, Technology & Society, vol. 24, no. 3, pp. 188-199, 2004, doi: 10.1177/0270467604265061.

M. D. Aldridge and E. McQuagge, "“Finding My Own Way”: The lived experience of undergraduate nursing students learning psychomotor skills during COVID-19," Teaching and learning in nursing, vol. 16, no. 4, pp. 347-351, 2021, doi: 10.1016/j.teln.2021.07.002.

J. de Lima Lopes, R. C. Negrão Baptista, C. Takao Lopes, M. Bertelli Rossi, E. A. Swanson, and A. L. Bottura Leite de Barros, "Efficacy of a video during bed bath simulation on improving the performance of psychomotor skills of nursing undergraduates: A randomized clinical trial," Int J Nurs Stud, vol. 99, pp. 103333-103333, 2019, doi: 10.1016/j.ijnurstu.2019.04.001.

D. L. Beskind et al., "Viewing a brief chest-compression-only CPR video improves bystander CPR performance and responsiveness in high school students: A cluster randomized trial," Resuscitation, vol. 104, pp. 28-33, 2016, doi: 10.1016/j.resuscitation.2016.03.022.

V. L. Salyers, "Teaching Psychomotor Skills to Beginning Nursing Students Using a Web-Enhanced Approach: A Quasi-Experimental Study," Int J Nurs Educ Scholarsh, vol. 4, no. 1, pp. 11-12, 2007, doi: 10.2202/1548-923X.1373.

M. D. Aldridge, "Nursing Students' Perceptions of Learning Psychomotor Skills: A Literature Review," Teaching and learning in nursing, vol. 12, no. 1, pp. 21-27, 2017, doi: 10.1016/j.teln.2016.09.002.

M. Lee, H. M. Na, B. Kim, S. Y. Kim, J. Park, and J. Y. Choi, "Mediating effects of achievement emotions between peer support and learning satisfaction in graduate nursing students," Nurse Educ Pract, vol. 52, pp. 103003-103003, 2021, doi: 10.1016/j.nepr.2021.103003.

J. G. Ross, "Repetitive Practice With Peer Mentoring to Foster Skill Competence and Retention in Baccalaureate Nursing Students," Nurs Educ Perspect, vol. 40, no. 1, pp. 48-49, 2019, doi: 10.1097/01.NEP.0000000000000358.

R. M. Ryan and E. L. Deci, "Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being," The American psychologis, vol. 55, no. 1, pp. 68-78, 2000, doi: 10.1037/0003-066X.55.1.68.

S. R. Kemery and B. L. M. Morrell, "Differences in Psychomotor Skills Teaching and Evaluation Practices in Undergraduate Nursing Programs," Nurs Educ Perspect, vol. 41, no. 2, pp. 83-87, Mar/Apr 2020, doi: 10.1097/01.NEP.0000000000000515.

I. M. Saiboon et al., "Effectiveness of teaching automated external defibrillators use using a traditional classroom instruction versus self-instruction video in non-critical care nurses," (in eng), Saudi medical journal, vol. 37, no. 4, pp. 429-35, Apr 2016, doi: 10.15537/smj.2016.4.14833

Downloads

Published

2021-12-06

How to Cite

[1]
Y. Yu, “Picture guided learning - A picture-based clinical skill teaching resource in undergraduate nursing in South Australia ”, International Journal of Advanced Health Science and Technology, vol. 1, no. 2, pp. 42–49, Dec. 2021.

Issue

Section

Health Science