Use of videos to support teaching and learning of clinical skills in nursing
education: A review

Helen Forbes, Florin I. Oprescu, Terri Downer, Nicole M. Phillips, Lau-

ren McTier, Bill Lord, Nigel Barr, Kristel Alla, Peter Bright, Jeanne Dayton,
Vilma Simbag, Irene Visser

PII: S0260-6917(16)30029-6
DOI: doi: 10.1016/j.nedt.2016.04.010
Reference: YNEDT 3265

To appear in: Nurse Education Today

Received date: 18 December 2015

Revised date: 26 March 2016
Accepted date: 18 April 2016

Please cite this article as: Forbes, Helen, Oprescu, Florin I., Downer, Terri, Phillips,
Nicole M., McTier, Lauren, Lord, Bill, Barr, Nigel, Alla, Kristel, Bright, Peter, Dayton,
Jeanne, Simbag, Vilma, Visser, Irene, Use of videos to support teaching and learning
of clinical skills in nursing education: A review, Nurse Education Today (2016), doi:
10.1016/j.nedt.2016.04.010

This is a PDF file of an unedited manuscript that has been accepted for publication.
As a service to our customers we are providing this early version of the manuscript.
The manuscript will undergo copyediting, typesetting, and review of the resulting proof
before it is published in its final form. Please note that during the production process
errors may be discovered which could affect the content, and all legal disclaimers that
apply to the journal pertain.
 ACCEPTED MANUSCRIPT

Title:
Use of videos to support teaching and learning of clinical skills in nursing education: A
review

Word Count:

T
IP
2,654 words

R
Authors:

SC
Helen Forbesa, Florin I Oprescub, Terri Downerb, Nicole M Phillipsa, Lauren McTiera, Bill
Lordb, Nigel Barrb, Kristel Allab, Peter Brighta, Jeanne Daytonb, Vilma Simbagb, Irene
Visserb

NU
a
Deakin University, 221 Burwood Highway, Burwood, Victoria 3125 Australia
b
University of the Sunshine Coast, Locked Bag 4, Maroochydore DC QLD 4558, Australia
MA

Corresponding author:
D

Dr Florin Oprescu,
TE

University of the Sunshine Coast,

Locked Bag 4, Maroochydore DC QLD 4558, Australia
P

foprescu@usc.edu.au
CE

Tel. +61 7 5459 4639

AC

Other authors‘ emails:

helen.forbes@deakin.edu.au, tdowner@usc.edu.au, nikki.phillips@deakin.edu.au,
lauren.mctier@deakin.edu.au, wlord@usc.edu.au, nbarr@usc.edu.au,
peter.bright@deakin.edu.au, kalla@usc.edu.au, jdayton@usc.edu.au,
vilma.simbag@deakin.edu.au, ivisser@usc.edu.au

Acknowledgements
This project was funded by the Australian Office of Learning and Teaching.
 ACCEPTED MANUSCRIPT

Use of videos to support teaching and learning of clinical skills in nursing education: A

review

T
Abstract

R IP
Information and communications technology is influencing the delivery of education in

SC
tertiary institutions. In particular, the increased use of videos for teaching and learning

clinical skills in nursing may be a promising direction to pursue, yet we need to better

NU
document the current research in this area of inquiry. The aim of this paper was to explore

and document the current areas of research into the use of videos to support teaching and
MA
learning of clinical skills in nursing education. The four main areas of current and future

research are: effectiveness, efficiency, usage and quality of videos as teaching and learning
D
TE

materials. While there is a clear need for additional research in the area, the use of videos

seems to be a promising, relevant and increasingly used instructional strategy that could
P

enhance the quality of clinical skills education.

CE
AC

Keywords

Nurse education, nursing skills, nursing students, video, blended learning

INTRODUCTION

Information and communications technology (ICT) is increasingly influencing the delivery of

education in tertiary institutions (Arguel & Jamet, 2009; Johnson, et al., 2010) and is

attractive to contemporary students who have been exposed to technology use from an early

age (Duncan, Yarwood-Ross, & Haigh, 2013; Kelly, Lyng, McGrath, & Cannon, 2009). In
 ACCEPTED MANUSCRIPT

line with the above there is an accelerating shift towards utilising online, mobile and

handheld technology in health education (Hansen, 2011; Koeniger-Donohue, 2008). This

may be opening new directions of research especially in health disciplines such as nursing.

T
IP
Educators and academic developers may use blended learning methods to enhance the

R
acquisition of both cognitive knowledge and practical skills in health disciplines. Nursing

SC
education warrants extensive preparation and training for nursing students to acquire

competency in clinical skills prior to student exposure to clinical settings (Cardoso et al.,

NU
2012; Hibbert et al., 2013). Research shows that nursing students benefit from exposure to
MA
simulation situations both when learning basic clinical skills such as cardiovascular

haemodynamics, and advanced clinical skills that are more complex to obtain like
D

management of pulmonary embolism (Good, 2003). ICT strategies such as video use could
TE

thus assist the development of psychomotor clinical skills (Holland et al., 2013) that are
P

critical for patient care and challenging to teach to students (Lynch, Barr, & Oprescu, 2012).
CE

Teaching strategies that include videos provide a visual demonstration of clinical skills in a

simulated close to real setting (Cardoso et al., 2012; Hansen, 2011), offering context to the
AC

skill (Sowana & Idhail, 2014) and allowing students to experience performance of the skill by

linking classroom (face-to-face) learning to clinical practice (Duncan et al., 2013; Holland et

al., 2013).

Ensuring high level of competency in clinical skills acquisition may reduce healthcare costs,

patient morbidity and mortality rates and increase patient safety (Hibbert et al., 2013; Holland

et al., 2013; Koeniger-Donohue, 2008). In particular, the use of videos for teaching and
 ACCEPTED MANUSCRIPT

learning clinical skills in nursing may be a promising direction to pursue, yet we need to

better document the current research in this area of inquiry.

T
The aim of this paper was to explore and document the current areas of research in regards to

IP
the use of videos to support teaching and learning of clinical skills in nursing education.

R
SC
CURRENT AREAS OF RESEARCH

NU
Four key directions of research (Figure 1) have been identified in the literature in regards to
MA
the use of videos to support teaching and learning of clinical skills in nursing education. The

four directions of research are: effectiveness (Cardoso et al., 2012; Hansen, 2011; Hibbert et
D

al., 2013; Holland et al., 2013; Kelly et al., 2009; Lee, Boyd, & Stuart, 2007), efficiency
TE

(Arguel & Jamet, 2009), video usage patterns (Chan, 2010; Koeniger-Donohue, 2008) and

quality of videos (Clifton & Mann, 2011; Duncan et al., 2013). They are described in more
P
CE

detail below.
AC

Effectiveness

This category included research projects that focused on the effectiveness of using video as a

form of instruction and report videos as an equal or more effective teaching method for

advanced clinical skills compared to traditional face-to-face teaching (Cardoso et al., 2012;

Hansen, 2011; Hibbert et al., 2013; Holland et al., 2013; Kelly et al., 2009; Lee et al., 2007).

Use of videos was reported as effective both in terms of skill acquisition (Cardoso et al., 2012;

Hansen, 2011; Hibbert et al., 2013b; Holland et al., 2013; Kelly et al., 2009; Lee et al., 2007)

and student satisfaction (Cardoso et al., 2012; Kelly et al., 2009; Lee et al., 2007; McKinney

and Page, 2009).

 ACCEPTED MANUSCRIPT

[Figure 1 here]

Kelly, et al. (2009) tested student knowledge and skill performance in relationship to three

T
nursing skills. This research confirmed that teaching of clinical skills supplemented with

IP
online videos was as effective as face-to-face teaching with the added benefit of higher

R
student satisfaction with the learning experience (Kelly, Lyng, McGrath, & Cannon, 2009).

SC
In a similar study focused on the teaching of Puncture and Heparinisation of Totally

Implantable Access Ports (PHTIAP) clinical skills using supplementary video materials,

NU
Cardoso, et al. (2012) reported increased cognitive and procedural knowledge of nursing
MA
students, high student satisfaction with teaching experience and lower anxiety levels.
D

Multiple studies testing various clinical nursing skills appraised the effectiveness of video
TE

instruction as being superior in ensuring performance outcomes, student confidence and

satisfaction compared to traditional methods used in nursing education (Hibbert et al., 2013;
P

Holland et al., 2013; Lee, Boyd, & Stuart, 2007). Students perceived videos to be particularly
CE

useful as a revision tool and as a good preparation method for practice (Holland et al., 2013)
AC

preferring this teaching method for its flexibility, self-management and repetition (Barratt,

2010; Kelly et al., 2009).

Efficiency

The cognitive load theory, focuses on how the mind processes multimedia information,

explaining this variance by drawing on evidence from the two types of human working

memory processes (visual and auditory or verbal). Due to limited memory capacity, overload

may occur when presented with information that requires processing by the two memory

types simultaneously and hinders learning (Homer, Plass, & Blake, 2008; Sweller, 2003).
 ACCEPTED MANUSCRIPT

One direction in research was the focus on learning efficiency of dynamic video content

compared with static images and their combinations to teach and learn procedural content

(Arguel & Jamet, 2009; Höffler & Leutner, 2007; Wong et al., 2009). Arguel and Jamet

T
(2009) concluded videos enabled learners to create a better internal representation of the

IP
learning content than static images. However, the literature presents some contradictory

R
evidence regarding efficiency of videos in supporting teaching with variation in results

SC
associated with video format and/or content (Höffler & Leutner, 2007; Mayer, Hegarty,

Mayer, & Campbell, 2005).

NU
MA
According to the static-media hypothesis, knowledge retention is improved by presentation of

static information rather than dynamic media (videos) (Mayer et al. 2005). Improvement in
D

knowledge retention is due to fewer cognitive processes being involved (Homer et al., 2008;
TE

Mayer et al., 2005). However, Wong et al. (2009) confirmed that instructional animations

consistently ensured superior learning when videos depicted human movement. Wong et al.
P

(2009) hypothesised that human evolution through learning by imitation has led to the
CE

development of a separate component of working memory dealing with human compared to

AC

mechanical movement, which has contributed to people being able to readily manage video

content that shows human performance. This is promising for future development of videos

that teach students clinical skills by expert demonstration.

Current research indicates that cognitive load can be managed through the use of appropriate

educational design principles. The literature supports a number of video development

strategies to reduce cognitive overload, increase learner attention span and improve learning

efficiency. These measures include: combining static pictures together with videos (Arguel &

Jamet, 2009), using narrations (Homer et al., 2008), annotations (Plass, Chun, Mayer, &
 ACCEPTED MANUSCRIPT

Leutner, 1998), adding captions (Chan, 2010), chunking information into smaller parts (Chan,

2010; Hasler, Kersten, & Sweller, 2007) or discrete steps (Rieber, 1990), and enabling user

control (Hasler et al., 2007; Schwan & Riempp, 2004; Wong et al., 2009). Mayer et al. (2005)

T
concluded that engaging learners by giving them control over sequence and speed of video

IP
presentations enables more active processing of information and enables comprehension

R
before proceeding with the video (Schreiber, Fukuta, & Gordon, 2010; Wong et al., 2009).

SC
Students appreciated the freedom to pause, rewind and replay videos to accommodate their

learning needs (Schreiber et al., 2010).

NU
MA
Regarding video content, multiple authors confirm that videos improve learning outcomes

when they are realistic (Alfes, 2008; Höffler & Leutner, 2007) and allow concentration on
D

essential information only (Lowe, 2003). Literature indicates that video resources that are
TE

efficient in instigating a feeling of social presence may lead to deeper learning (Homer et al.,

2008). Moreno and Mayer (2000) established that multimedia that communicated with the
P

learner directly and informally using narratives from a first-person point of view were more
CE

efficient in engaging students cognitively and socially, resulting in increased application of

AC

new knowledge. Exploration of how to best utilise social and emotional factors to support

cognitive processing of video content may prove to be a relevant direction of research for

clinical education (Homer et al., 2008).

Usage

Chan (2010) studied video usage and student beliefs about video instructions for ‘beyond

classroom’ learning and concluded that videos are preferred by students as learning tools

compared to other online learning media. The literature confirms that instructional videos are

particularly useful for learning nursing skills, as the videos enable a visual representation of
 ACCEPTED MANUSCRIPT

clinical care situations viewed safely in a controlled environment (Cardoso et al., 2012;

Williams, French, & Brown, 2009). Videos contribute to quality nursing care as they enable

learners to develop clinical competencies in a close to real life situation facilitating correct

T
performance and knowledge acquisition without the added anxiety that may be experienced

IP
practicing nursing skills in real life situations (Cardoso et al., 2012). Students can view

R
videos repeatedly as part of the revision process that is supportive of individual learning

SC
needs (Barratt, 2010; McAllister et al., 2013).

NU
As instructional videos are increasingly freely accessible online, research into students’ video
MA
access patterns is growing with the potential to impact video development and presentation.

The need for instant access to information has led to improved use of mobile and handheld
D

technology in health related education. This is an emergent research direction that is as yet
TE

relatively unexplored (Koeniger-Donohue, 2008), particularly regarding video usage when

accessed via portable devices such as smart phones (Jang & Kim, 2014), tablets (O'Donovan
P

& Maruthappu, 2014), iPods or MP3 players (Clay, 2011; Hansen, 2011), and other handheld
CE

computers like PDAs (Park, 2011). Koeniger-Donohue (2008) researched the use of handheld
AC

technology (Personal Digital Assistants or PDAs) in learning of clinical nursing skills

reporting enhanced learning with potential improvements for patient safety and care. Recent

literature supports the recommendation that videos accessed using mobile devices are

valuable just-in-time learning and teaching resources (Hibbert et al. 2013; Jang & Kim, 2014;

McAllister et al., 2013).

Additionally, research into video usage has highlighted that the video learning strategy is

useful for technological skills development that is crucial to nursing education and

competency (Bond, 2009; Holland et al., 2013). Bond (2009) established that nursing
 ACCEPTED MANUSCRIPT

education often fails to equip nurse graduates with technological skills and knowledge that is

necessary to conduct their daily work and interact with patients. Literature indicates that

effective health information skills that may be lacking include: basic computer skills,

T
clinically relevant information search and processing techniques, research and critical

IP
reflection skills (Bond, 2009; Holland et al., 2013). Pereira et al. (2014) evaluated a project

R
where nursing students created their own online clinical skills videos and found that students

SC
highly valued this experience with 82% believing they had increased their technological

competency as a result of the video project. Emergent literature is exploring the impact of the

NU
use of video learning on development of a range of cross-curricular competencies that
MA
complement clinical and technological skills and range beyond problem-solving,

communication and social skills (Orús, et al., 2016; Ottenbreit-Leftwich et al., 2010; Pereira,
D

et al., 2014).
TE

Quality
P

Research is emerging that focuses on the quality of educational clinical skills videos available
CE

online. Duncan, Yarwood-Ross and Haigh (2013) reported overall (69%) poor video quality
AC

of clinical skills videos found on YouTube and concluded there was a clear need for rigorous

evaluation of the quality of educational videos. These findings and recommendations are

supported by Clifton & Mann, (2011) and Rössler, Lahner, Schebesta, Chiari, & Plöchl

(2012).

Hibbert et al. (2013) warned that students subjected to incorrect clinicial skills

demonstrations through online videos may learn techniques that will cause harm to patients.

Rössler et al. (2012) explored clinical skills videos teaching aseptic technique and confirmed

a much higher number of videos were available depicting incorrect information compared to
 ACCEPTED MANUSCRIPT

good quality videos on YouTube. However, the proportion of videos demonstrating skills that

could be deemed unsafe for patients was found to be low (Rössler et al., 2012).

T
Importantly, learners often lack the critical appraisal skills necessary to evaluate the quality

IP
of online videos including procedural accuracy (Kingsley et al., 2011). With the Internet

R
being the largest easily accessible source of clinical information available for nursing

SC
students, research calls for ways to improve the quality of online educational videos with a

particular focus on the need to warrant quality control of YouTube video clips (Burton, 2008;

NU
Hayanga & Kaiser, 2008). Currently, no content quality mechanisms exist to ensure teaching
MA
standards for YouTube videos beyond inappropriate content bans by YouTube administrators

(Rössler et al., 2012). Coupling the establishment of institutional quality assurance systems to
D

ensure students use high quality videos (Burton, 2008; Rössler et al., 2012) and developing
TE

students’ critical appraisal skills is needed in a curriculum using video resources.

P

In addition to the need to warrant video content quality, emergent studies explore the impact
CE

and importance of instructional video format quality. Chan (2010) conducted a survey on
AC

student perceptions about what makes good educational videos and found that high video

resolution was among the top video characteristics appreciated by leaners after content and

loading times. High quality downloadable educational content is valued and demanded by

students (Hansen, 2011; Roshier, Foster, & Jones, 2011).

FUTURE RESEARCH DIRECTIONS

Exploring video usage as a learning resource for nursing education has gained momentum in

recent years (Cardoso et al., 2012; Hansen, 2011) with particular recognition of their value

for students (Chan, 2010; Kelly et al., 2009). Studies reported that contemporary students are
 ACCEPTED MANUSCRIPT

comfortable using videos (Clifton & Mann, 2011) and may benefit from video learning

resources that can support varied student needs and learning styles (Chan, 2010; Kelly et al.,

2009).

T
IP
While appraisal of effectiveness of video teaching methods for teaching and learning of

R
clinical skills in nursing education was the most researched area, several authors

SC
recommended further testing of video instructions using a wider variety of clinical skills to

build an evidence base for the video teaching method (Hansen, 2011; Holland et al., 2013;

NU
Kelly et al., 2009; Lee et al., 2007). A specific focus of future research could be the use of
MA
mobile devices as a ‘just-in-time’ learning resource (Hibbert et al., 2013).
D

In regards to research into efficiency of learning, Arguel and Jamet (2009) recommended
TE

investigating video production that enhances teaching and learning through appropriate

educational design based on research of optimal cognitive loads during learning processes for
P

students. Future studies in this field can include testing of hybrid models (combination of
CE

videos and static images) in several learning domains and observing visual processing using
AC

eye-tracking devices to determine the most efficient ways to deliver information (Arguel &

Jamet, 2009).

Further research investigating usage should focus on user learning patterns and user-

generated video instructions in support of teaching and learning, including social and context-

specific determinants that may affect the choices students make regarding user-generated

video instructions for learning (Chan, 2010). Furthermore, additional research is needed on

the integration of technology such as handheld devices into everyday nursing education

(Koeniger-Donohue, 2008).
 ACCEPTED MANUSCRIPT

Future research into the quality of clinical skills videos should importantly address the quality

assurance standards of videos available online to ensure that nursing students use videos with

T
correct, updated and evidence-based content (Duncan et al., 2013). Studies in this field could

IP
explore the avenues available to higher education institutions to support video content and

R
access quality for nursing students (Shephard, 2003). The video quality aspect remains an

SC
important area of future research (Clifton & Mann, 2011).

CONCLUSION
NU
MA
This paper has presented a review of the existing research on four main areas relating to the

use of videos and has identified areas for future research in regards to the use of videos in
D

clinical skills education in nursing. There are four main areas of current and future research in
TE

this space: effectiveness, efficiency (production), usage and quality of videos. While there is

a clear need for additional research in the area, the use of videos seems to be a promising,
P

relevant and increasingly used instructional strategy that could enhance the quality of clinical
CE

skills education under contemporary conditions.

AC
 ACCEPTED MANUSCRIPT

REFERENCES

Alfes, M., 2008. Setting the stage for clinical simulation: developing an introductory video.

T
Clinical Simulation in Nursing 4(3), e65-e67. doi: 10.1016/j.ecns.2008.08.005

IP
Arguel, A., Jamet, E., 2009. Using video and static pictures to improve learning of procedural

R
contents. Computers in Human Behavior 25(2), 354-359.

SC
doi:10.1016/j.chb.2008.12.014

Barratt, J., 2010. A focus group study of the use of video-recorded simulated objective

NU
structured clinical examinations in nurse practitioner education. Nurse Education in
MA
Practice 10(3), 170-175. doi: 10.1016/j.nepr.2009.06.004

Bond, C.S., 2009. Nurses, computers and pre-registration education. Nurse Education
D

Today 29 (7), 731–734

TE

Burton, A., 2008. YouTube-ing your way to neurological knowledge. The Lancet Neurology

7(12), 1086-1087. doi:10.1016/S1474-4422(08)70252-7

P

Cardoso, A.F., Moreli, L., Braga, F.T.M.M., Vasques, C.I., Santos, C.B., Carvalho, E.C.,
CE

2012. Effect of a video on developing skills in undergraduate nursing students for the
AC

management of totally implantable central venous access ports. Nurse Education

Today 32(6), 709-713. doi:10.1016/j.nedt.2011.09.012

Chan, Y.M., 2010. Video instructions as support for beyond classroom learning. Procedia -

Social and Behavioral Sciences 9, 1313-1318. doi:10.1016/j.sbspro.2010.12.326

Clay, C.A., 2011. Exploring the use of mobile technologies for the acquisition of clinical

skills. Nurse Education Today 31(6), 582-586. doi:10.1016/j.nedt.2010.10.011

Clifton, A., Mann, C., 2011. Can YouTube enhance student nurse learning? Nurse Education

Today 31(4), 311-313. doi:10.1016/j.nedt.2010.10.004

Duncan, I., Yarwood-Ross, L., Haigh, C., 2013. YouTube as a source of clinical skills
 ACCEPTED MANUSCRIPT

education. Nurse Education Today 33(12), 1576-1580.

doi:10.1016/j.nedt.2012.12.013

Good, M. L., 2003. Patient simulation for training basic and advanced clinical skills.

T
Medical Education 37, 14-21. doi: 10.1046/j.1365-2923.37.s1.6.x

IP
Hansen, M.M., 2011. Are nursing students’ clinical skills competency and self-confidence

R
levels improved via video iPods? A randomized controlled pilot study. Journal of

SC
Nursing Education and Practice 1(1), 32-41. doi:10.5430/jnep.v1n1p32

Hasler, B.S., Kersten, B., Sweller, J., 2007. Learner control, cognitive load and instructional

NU
animation. Applied Cognitive Psychology 21(6), 713-729. doi:10.1002/acp.1345
MA
Hayanga, A.J., Kaiser, H.E., 2008. Medical information on YouTube, JAMA 299(12), 1424-

1426. Retrieved March 2, 2015, from

D

http://jama.jamanetwork.com/article.aspx?articleid=181680
TE

Hibbert, E.J., Lambert, T., Carter, J.N., Learoyd, D.L., Twigg, S., Clarke, S., 2013. A

randomized controlled pilot trial comparing the impact of access to clinical

P

endocrinology video demonstrations with access to usual revision resources on

CE

medical student performance of clinical endocrinology skills. BMC Medical

AC

Education 13(1), 135, 1-10. doi:10.1186/1472-6920-13-135

Höffler, T.N., Leutner, D., 2007. Instructional animation versus static pictures: A meta-

analysis. Learning and Instruction 17(6), 722-738.

doi:10.1016/j.learninstruc.2007.09.013

Holland, A., Smith, F., McCrossan, G., Adamson, E., Watt, S., Penny, K., 2013. Online video

in clinical skills education of oral medication administration for undergraduate student

nurses: A mixed methods, prospective cohort study. Nurse Education Today 33(6),

663-670. doi:10.1016/j.nedt.2012.01.006

Homer, B.D., Plass, J.L., Blake, L., 2008. The effects of video on cognitive load and social
 ACCEPTED MANUSCRIPT

presence in multimedia-learning. Computers in Human Behavior 24(3), 786-797.

doi:10.1016/j.chb.2007.02.009

Jang, H.W., Kim, K.-J., 2014. Use of online clinical videos for clinical skills training for

T
medical students: benefits and challenges. BMC Medical Education 14(1), 1-6.

IP
doi:10.1186/1472-6920-14-56

R
Johnson, N., List-Ivankovic, J., Eboh, W., Ireland, J., Adams, D., Mowatt, E., Martindale, S.,

SC
2010. Research and evidence based practice: Using a blended approach to teaching

and learning in undergraduate nurse education. Nurse Education in Practice 10(1), 43-

47. doi:10.1016/j.nepr.2009.03.012
NU
MA
Kelly, M., Lyng, C., McGrath, M., Cannon, G., 2009. A multi-method study to determine the

effectiveness of, and student attitudes to, online instructional videos for teaching
D

clinical nursing skills. Nurse Education Today 29(3), 292-300.

TE

doi:10.1016/j.nedt.2008.09.004

Kingsley, K., Galbraith, G.M., Herring, M., Stowers, E., Stewart, T., Kingsley, K.V., 2011.
P

Why not just Google it? An assessment of information literacy skills in a biomedical
CE

science curriculum. BMC Medical Education 11(17), 1-8.

AC

doi:10.1186/1472-6920-11-17

Koeniger-Donohue, R., 2008. Handheld computers in nursing education: A PDA pilot

project. Journal of Nursing Education 47(2), 74-77. doi:10.2202/1548-923X.1866

Lee, J.C., Boyd, R., Stuart, P., 2007. Randomized controlled trial of an instructional DVD for

clinical skills teaching. Emergency Medicine Australasia 19(3), 241-245.

doi:10.1111/j.1742-6723.2007.00976

Lowe, R.K., 2003. Animation and learning: Selective processing of information in dynamic

graphics. Learning and Instruction 13(2), 157-176.

doi:10.1016/S0959-4752(02)00018-X
 ACCEPTED MANUSCRIPT

Lynch, K., Barr, N., Oprescu, F., 2012. Learning paramedic science skills from a first person

point of view, Electronic Journal of e-Learning 10(4), 396-406. Retrieved February 10,

2015, from http://files.eric.ed.gov/fulltext/EJ986672.pdf

T
Mayer, R.E., Hegarty, M., Mayer, S., Campbell, J., 2005. When static media promote active

IP
learning: annotated illustrations versus narrated animations in multimedia instruction.

R
Journal of Experimental Psychology: Applied 11(4), 256-265.

SC
doi:10.1037/1076-898X.11.4.256

McAllister, M., Levett-Jones, T., Downer, T., Harrison, P., Harvey, T., Reid-Searl, K.,

NU
Lynch, K., Arthur, C., Layh, J., Calleja, P., 2013. Snapshots of simulation: creative
MA
strategies used by Australian educators to enhance simulation learning experiences for

nursing students. Nurse Education in Practice 13(6), 567-572.

D

doi:10.1016/j.nepr.2013.04.010
TE

McKinney, A.A., Page, K., 2009. Podcasts and videostreaming: Useful tools to facilitate

learning of pathophysiology in undergraduate nurse education? Nurse Education in

P

Practice 9(6), 372-376. doi: 10.1016/j.nepr.2008.11.003

CE

Moreno, R., Mayer, R.E., 2000. Engaging students in active learning: The case for
AC

personalized multimedia messages. Journal of Educational Psychology 92(4), 724-

733. doi: 10.1037/0022-0663.92.4.724

O'Donovan, J., Maruthappu, M., 2014. Distant peer-tutoring of clinical skills, using tablets

with instructional videos and Skype: A pilot study in the UK and Malaysia. Medical

Teacher 37(5), 1-7. doi:10.3109/0142159X.2014.956063

Orús, C., Barlés, M. J., Belanche, D., Casaló, L., Fraj, E., & Gurrea, R., 2016. The effects of

learner-generated videos for YouTube on learning outcomes and satisfaction.

Computers & Education 95, 254-269. doi: 10.1016/j.compedu.2016.01.007

Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A., 2010. Teacher
 ACCEPTED MANUSCRIPT

value beliefs associated with using technology: Addressing professional and student

needs. Computers & Education 55(3), 1321-1335. doi:

10.1016/j.compedu.2010.06.002

T
Park, Y., 2011. A pedagogical framework for mobile learning: Categorizing educational

IP
applications of mobile technologies into four types. The International Review of

R
Research in Open and Distributed Learning 12(2), 78-102. Retrieved December 4,

SC
2014, from

http://www.irrodl.org/index.php/irrodl/article/view/791/1699?utm_source=twitterfeed

&utm_medium=twitter
NU
MA
Pereira, J., Echeazarra, L., Sanz-Santamaría, S., & Gutiérrez, J., 2014. Student-generated

online videos to develop cross-curricular and curricular competencies in Nursing

D

Studies. Computers in Human Behavior 31, 580-590. doi: 10.1016/j.chb.2013.06.011

TE

Plass, J.L., Chun, D.M., Mayer, R.E., Leutner, D., 1998. Supporting visual and verbal

learning preferences in a second-language multimedia learning environment. Journal

P

of Educational Psychology 90(1), 25-36. doi:10.1037/0022-0663.90.1.25

CE

Rieber, L.P., 1990. Animation in computer-based instruction. Educational Technology

AC

Research and Development 38(1), 77-86. doi: 10.1007/BF02298250

Roshier, A.L., Foster, N., Jones, M.A., 2011. Veterinary students' usage and perception of

video teaching resources. BMC Medical Education 11(1), 1-13.

doi:10.1186/1472-6920-11-1

Rössler, B., Lahner, D., Schebesta, K., Chiari, A., Plöchl, W., 2012. Medical information on

the Internet: quality assessment of lumbar puncture and neuroaxial block techniques

on YouTube. Clinical Neurology and Neurosurgery 114(6), 655-658.

doi:10.1016/j.clineuro.2011.12.048

Schreiber, B.E., Fukuta, J., Gordon, F., 2010. Live lecture versus video podcast in
 ACCEPTED MANUSCRIPT

undergraduate medical education: A randomised controlled trial. BMC Medical

Education 10(1), 1-6. doi:10.1186/1472-6920-10-68

Schwan, S., Riempp, R., 2004. The cognitive benefits of interactive videos: learning to tie

T
nautical knots. Learning and Instruction 14(3), 293-305.

IP
doi:10.1016/j.learninstruc.2004.06.005

R
Shephard, K., 2003. Questioning, promoting and evaluating the use of streaming video to

SC
support student learning. British Journal of Educational Technology 34(3), 295-308.

doi: 10.1111/1467-8535.00328

NU
Sowan, A. K., & Idhail, J. A., 2014. Evaluation of an interactive web-based nursing course
MA
with streaming videos for medication administration skills. International Journal of

Medical Informatics 83(8), 592-600. doi: 10.1016/j.ijmedinf.2014.05.004

D

Sweller, J., 2003. Evolution of human cognitive architecture, Psychology of Learning and
TE

Motivation, 43, 215-266. Retrieved February 15, 2015, from

http://www.communicationcache.com/uploads/1/0/8/8/10887248/social_embodiment
P

_-_page_43.pdf#page=227
CE

Williams, B., French, J., Brown, T., 2009. Can interprofessional education DVD simulations
AC

provide an alternative method for clinical placements in nursing? Nurse Education

Today 29(6), 666-670. doi:10.1016/j.nedt.2009.02.008

Wong, A., Marcus, N., Ayres, P., Smith, L., Cooper, G.A., Paas, F., Sweller, J., 2009.

Instructional animations can be superior to statics when learning human motor skills.

Computers in Human Behavior 25(2), 339-347. doi:10.1016/j.chb.2008.12.012

 ACCEPTED MANUSCRIPT

T
RIP
SC
NU
MA
D

Figure 1. Key areas of research for video use for clinical skills
TE

education in nursing
P
CE
AC
 ACCEPTED MANUSCRIPT

Highlights:

 Students value ICT-based solutions to support the learning of clinical nursing skills

 Blended learning incorporating video could enhance acquisition of knowledge and

T
skills

IP
 Current areas of research in clinical education using videos is focused on

R
effectiveness, efficiency, usage and quality

SC
NU
MA
D
P TE
CE
AC