Effects of understanding of the action shown by demonstrated teaching materials on the subsequent practice by students : Toward more effective learning from teaching demonstration on nursing skill
In teaching demonstration of nursing skill in the course of basic nursing of which the author is in charge, students are instructed to observe demonstrations by the teacher, then practice it according to the sequence shown. However, if they are to practice without recognizing many elements that are contained in such demonstrations, their actions result in mere imitation, interfering with self-motivated practice. It was hypothesized that if the student is given an opportunity to re-confirm the technical key points or the intention of a certain action after observing a model video, their subsequent practice will be more effective. Thus the following experiment was conducted. The subjects were composed of 37 first-year students attending a nursing university. They were assigned tasks: removing the wash from a washing machine and drying it. It was found that compared to the subjects who started working immediately after watching the video, those, who worked after watching the same video and answering the questions on the question sheets confirming the appropriate method and sequence of the work as well as its purpose, indicated a higher rate of performing the desired actions while at the same time tended to work in a more hesitant manner. It was indicated that by providing an opportunity to re-confirm the technical points after observing demonstration material (but before actual practice), we will be able to show an effective method for students to take independent actions to satisfy the purpose or the original intention of an assigned work.
示範教材で示された行為の理解がその後の実施に及ぼす影響 : 看護技術演習での効果的な学習を目指して
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