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Is that really my movement?: Students’ experiences of a video-supported interactive learning model for movement awareness
Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).ORCID-id: 0000-0001-9687-7242
Lund University.
Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).ORCID-id: 0000-0002-3164-8681
Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).ORCID-id: 0000-0002-5719-7102
2015 (engelsk)Inngår i: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 10, artikkel-id 28474Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Health care 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 inter-personal interaction, has been used with eleven 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 & Norberg was used to interpret the interviews and diary notes. The interpretation resulted in three key themes and nine sub-themes. 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.

sted, utgiver, år, opplag, sider
CoAction Publishing, 2015. Vol. 10, artikkel-id 28474
Emneord [en]
Video feedback, video modelling, reflection, phenomenological hermeneutics, observational movement analysis, nursing students
HSV kategori
Forskningsprogram
Hälsovetenskap, Vårdvetenskap
Identifikatorer
URN: urn:nbn:se:lnu:diva-45765DOI: 10.3402/qhw.v10.28474ISI: 000369765600001Scopus ID: 2-s2.0-84940426247OAI: oai:DiVA.org:lnu-45765DiVA, id: diva2:847187
Tilgjengelig fra: 2015-08-19 Laget: 2015-08-19 Sist oppdatert: 2017-12-04bibliografisk kontrollert
Inngår i avhandling
1. Video-supported Interactive Learning for Movement Awareness: a learning model for the individual development of movement performance among nursing students
Åpne denne publikasjonen i ny fane eller vindu >>Video-supported Interactive Learning for Movement Awareness: a learning model for the individual development of movement performance among nursing students
2016 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

Aim:  The overall aim of this thesis was to explore the development of a video-supported interactive learning model for movement awareness among nursing students.

Methods:  Study I was a cross-sectional survey regarding prevalence and impact of musculoskeletal symptoms (MSS) among nursing students. In the remaining three studies a learning model was developed and explored; II - the inter-personal interaction (qualitative content analysis), III - the students’ experiences of using the learning model (phenomenological hermeneutics), IV - the students’ learning processes (hermeneutic approach).

Results: 143 of the 224 respondents in study I reported MSS during the previous 12 months and of those 91 reported impact on physical daily life activities. The odds ratio for reporting MSS study year 3 was 4.7 (95% CI: 2.1 – 10.7). Study II shows that the students’ movement awareness and self-analysis developed when encountering their own movement through video feedback. Studies III and IV show that the facilitator’s reflective and responsive approach appears to be essential in creating interaction and a permitting learning atmosphere. The students became emotionally and cognitively challenged and personally engaged, were motivated to change by discovering details in their movements and gained a greater understanding of the relationship between their own movements and current or risk for future MSS. They also experienced emotional, cognitive and bodily confusion, which was interpreted as a necessary step in the changing process.

Conclusion: MSS among nursing students appears to be a problem and education regarding ergonomic movements and principles is suggested to be emphasized in the nursing curriculum. The video-supported learning model enabled encountering and discovering one’s own body and movement in different ways, which facilitated reflection and motivation for change, which was supported by the facilitator’s reflective approach. The learning model, which could contribute to multifactorial ergonomic interventions, could also support movement awareness and learning in practical learning situations within education and rehabilitation. Further research needs to study the model in different contexts and in relation to MSS prevention.

sted, utgiver, år, opplag, sider
Växjö: Linnaeus University Press, 2016. s. 59
Serie
Linnaeus University Dissertations ; 249/2016
Emneord
Activity limitation, ergonomics, hermeneutics, interactive learning, musculoskeletal system, observational movement analysis, phenomenological hermeneutics, qualitative content analysis, reflection, video feedback
HSV kategori
Forskningsprogram
Hälsovetenskap, Vårdvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-52413 (URN)978-91-88357-15-1 (ISBN)
Disputas
2016-05-27, Sal Wicksell, Växjö, 10:30 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2016-05-13 Laget: 2016-05-10 Sist oppdatert: 2017-03-14bibliografisk kontrollert

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