Video in the Clinical Simulation Laboratory
Translated title
Video i sykepleieutdanningens øvingslaboratorium
Author
Myhren, Ivar
Term
4. term
Publication year
2005
Pages
67
Abstract
Dette eksplorative studie undersøgte, om en kombination af videooptagelse og induktiv, problem-baseret læring kan styrke førsteårs sygeplejestuderendes læring under deres første færdighedslaboratorium. Syv studerende blev filmet, mens de øvede i laboratoriet. Senere så de deres egne optagelser for at fremme refleksion over deres handlinger og deltagelse. Forskeren optog også disse gennemsyn for at undersøge, hvordan de reflekterede over deres tidligere refleksion-i-handling (at tænke mens man handler). De studerende oplevede, at de lærte meget af øvelsen, ønskede at bruge tilgangen igen og forblev meget engagerede, også efter den planlagte tid var gået. De fulgte nøje med i medstuderendes præstationer, og selv dem, der primært observerede og guidede, var stærkt involverede. Disse mønstre stemmer overens med principperne for induktiv læring, hvor man tager udgangspunkt i konkrete opgaver og udleder forståelse gennem praksis og refleksion. Processen så ud til at fremme gensidig involvering og fælles meningsskabelse, hvilket tyder på, at der opstod et praksisfællesskab (Community of Practice). Optagelserne kan også hjælpe undervisere med at reflektere over deres egen rolle og laboratorieundervisning – en mulighed de sjældent har. Studiet peger på, at underviseren bør være til stede for at hjælpe, når noget går i stå, men primært agere facilitator og indtage en diskret rolle, så de studerende kan forme deres eget praksisfællesskab. Indsigterne kan bruges, hvis professionshøjskolen vil nytænke metoderne til at understøtte læring i praktiske sygeplejefærdigheder.
This exploratory study examined whether combining video recording with inductive, problem-based learning can strengthen first-year nursing students’ learning during their first practical skills lab. Seven students were video-recorded while practicing in the lab. Later, they watched their own recordings to prompt reflection on how they acted and participated. The researcher also recorded these viewing sessions to see how students reflected on their earlier reflection-in-action (thinking while doing). Students reported that they learned a lot from the exercise, wanted to use the approach again, and remained highly engaged even beyond the scheduled time. They paid close attention to classmates’ performances, and even those mainly observing and guiding were strongly involved. These patterns align with principles of inductive learning, in which learners start from concrete tasks and build understanding through practice and reflection. The process appeared to foster mutual engagement and shared meaning, suggesting that a Community of Practice (a group that learns by doing together) emerged. The recordings can also help teachers reflect on their own role and lab instruction—an opportunity they rarely have. The study indicates that teachers should be present to assist when needed but act primarily as facilitators, taking a discreet role so students can shape their own Community of Practice. These insights can inform future redesign of practical nursing skills teaching at the university college.
[This abstract was generated with the help of AI]
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