Lecturer:
Rachel Smith
Joanne gray Faculty:
Nursing Midwifery and Health Project:
Embedding of an innovative multimedia resource of stimulus video-clips and interactive group activities to enhance learning opportunities in pre-registration midwifery students Keywords:
Midwifery, multimedia resources, simulation, practice-orientated workshops | | Rachel Smith and Joanne Gray’s project introduced multimedia resources into the pre-registration midwifery curriculum, allowing students to experience practice-oriented learning.
What the project was about
Ms Smith developed multimedia resources for her pre-registration midwifery students to see, hear and understand the nature of the patient-carer relationship in the clinical environment. Introducing podcasts, vodcasts (video podcasts) and interactive workshops to students, Ms Smith was able to increase their accessibility and engagement with midwifery practice simulations.
Why the project was introduced
Developing effective clinical and interpersonal skills with women in pregnancy and labour is a vital skill for pre-registration nurses. Ms Smith wanted to strengthen these skills in her students and to enhance their experience of learning midwifery concepts and skills by introducing multimedia tools. These tools were to supplement the subject’s workshops, demonstrations, and laboratory facilities, not to replace them.
With the introduction of multimedia simulations into the subject, students were able to: - Use realistic practice situations to engage with their peers to develop practical skills
- Be encouraged to use teamwork to solve problems and to achieve positive outcomes
- Practice midwifery skills in a safe, supportive environment where immediate feedback can be provided
- Be challenged to develop clinical decision-making skills in an environment where they are able to reflect on their skills
How the project was implemented
Ms Smith’s project consisted of five elements: - Podcasts and vodcasts
A number of ‘real life’ interactions between experienced midwives and women were recorded, both in audio and video. These midwifery practice situations produced a series of podcasts and vodcasts for the students. - Interactive workshop for staff
A one-day interactive teaching and learning workshop was held by Professor Nicky Leap and Ms Smith to encourage teaching staff to engage in the use of stimulus clips in their teaching. It also included a ‘how-to’ session of audio podcasts, programs and social networking websites. - A half-day face-to-face learning seminar was held for Graduate Diploma of Midwifery students using both stimulus video clips and audio podcasts.
Activities included:
- Role-play of an antenatal discussion about pain and pain relief in labour
- Practice using ‘midwifery mutterings’ to support women in labour
- Group and class discussion on the role of the midwife in supporting women through labour and birth
- Practice responding to audio and video stimulus of women talking about their birth experiences - Teaching session
The midwifery teaching team developed a pre and post simulation survey that was designed to measure students’ level of confidence in supporting women through labour and birth both before and after the interactive learning seminar.
Students’ feedback to the multimedia simulation clips was encouraging and suggested that the vodcasts and podcasts increased student confidence in developing the interpersonal skills required in midwifery practice, positively impacting their perception of ‘work readiness’.
Exploring further Smith, R. & Gray, J. Simulation to enhance learning for midwifery students. UTS.
Read... Laerdal. Simulation helps nursing and midwifery graduates get ready for the workplace.
Read...
Delving even deeper
Lyons, J. (2012). Learning with technology: Theoretical foundations underpinning simulations in higher education. La Trobe University.
Read... Maldonado, R. (2011). The use of multimedia clinical case scenario software in a problem-based learning course: Impact on faculty workload and student learning outcomes. The Journal of Physician Assistant Education. Volume 22, No 3.
Read... |
