Nursing Students' Perceptions of Skills Learning: A Phenomenological Study

Nurse Educator
Michael D Aldridge, Faye Hummel

Abstract

Deliberate practice (DP) and cognitive load theory have renewed educators' interest in effective psychomotor skills teaching. The purpose of this research was to explore how prelicensure nursing students learned psychomotor skills. Nine senior nursing students participated in this phenomenological study to capture how they experienced learning nursing skills. Colaizzi's method was used to analyze in-depth interviews of open-ended questions. Six themes emerged: (a) the umbrella of emotion, (b) practice, (c) learning through technology, (d) fidelity affects learning, (e) teaching matters, and (f) importance of peers. Students found creative ways to learn nursing skills. Research findings contributed to a greater understanding of student experiences in gaining competency in nursing skills. Participants used aspects of DP, cognitive load theory, and technology to learn skills. These findings provide current information to nurse educators about skills learning and recommendations for effective skills teaching.

References

Nov 27, 1999·Journal of Nursing Care Quality·I T Bjørk, M Kirkevold
Mar 7, 2014·Medical Teacher·John Q YoungOlle Ten Cate
Nov 15, 2014·The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association·Robert B McAlister
Dec 4, 2014·Nurse Education Today·Marilyn H OermannJacqueline Vaughn
Jun 11, 2015·Nurse Education Today·Mona EwertssonRenée Allvin
Mar 3, 2017·Nurse Educator·Melissa I OwenAngela F Amar
Mar 1, 2015·Nursing Education Perspectives·Jamie Hansen, Marilyn Bratt

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Citations

Apr 5, 2021·Nurse Education in Practice·Astrid TorbjørnsenAnn Kristin Bjørnnes
Apr 21, 2021·Intensive & Critical Care Nursing : the Official Journal of the British Association of Critical Care Nurses·İlkin Yılmaz, Dilek Özden
Aug 25, 2020·Teaching and Learning in Nursing : Official Journal of the National Organization for Assciate Degree Nursing·Sharon KonradCathy Deckers

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