Is that really my movement? - Students' experiences of a video-supported interactive learning model for movement awareness.
Healthcare staff and students have a great risk of developing musculoskeletal symptoms. One cause of this is heavy load related work activities such as manual handling, in which the quality of individual work technique may play a major role. Preventive interventions and well-defined educational strategies to support movement awareness and long-lasting movement changes need to be developed. The aim of the present study was to explore nursing students' experiences of a newly developed interactive learning model for movement awareness. The learning model, which is based on a life-world perspective with focus on interpersonal interaction, has been used with 11 undergraduate students from the second and final year. Each student participated in three individual video sessions with a facilitator. Two individual interviews were carried out with each student during the learning process and one interview 12-18 months after the last session. The interviews were audio-recorded and transcribed verbatim, and a phenomenological hermeneutic method inspired by Paul Ricoeur and described by Lindseth and Norberg was used to interpret the interviews and diary notes. The interpretation resulted in three key themes and nine subthemes. The key themes were; "Obtaining better preconditions for bodily awareness," "Experiencing changes in one's own movement," and "Experiencing challenges in the learning process." The interactive learning model entails a powerful and challenging experience that develops movement awareness. The experience of meaningfulness and usefulness emerges increasingly and alternates with a feeling of discomfort. The learning model may contribute to the body of knowledge of well-defined educational strategies in movement awareness and learning in, for example, preventive interventions and ergonomic education. It may also be valuable in other practical learning situations where movement awareness is required.
Department of Health and Caring Sciences, Faculty of Health and Life Sciences, Linnaeus University, Växjö, Sweden; sofia.backaberg@lnu.se.
Sofia
S
Backåberg
Center for Teaching and Learning, Faculty of Medicine, Lund University, Lund, Sweden.
Christina
C
Gummesson
Department of Health and Caring Sciences, Faculty of Health and Life Sciences, Linnaeus University, Växjö, Sweden.
David
D
Brunt
Department of Health and Caring Sciences, Faculty of Health and Life Sciences, Linnaeus University, Växjö, Sweden.
Mikael
M
Rask
D000328:Adult; D001364:Awareness; D004508:Education, Nursing, Baccalaureate / Q000379:methods; D005260:Female; D006282:Health Personnel / Q000523:psychology*; D006801:Humans; D008297:Male; D009068:Movement; D009140:Musculoskeletal Diseases / Q000503:physiopathology*; D000066908:Simulation Training / Q000379:methods; D013338:Students, Nursing / Q000523:psychology*; D013548:Sweden; D013997:Time Factors; D014741:Video Recording; D055815:Young Adult
Video feedback; nursing students; observational movement analysis; phenomenological hermeneutics; reflection; video modelling