Enhancing Practical Competence in Physical Assessment Through Digital Video Feedback
Enhancing Practical Competence in Physical Assessment Through Digital Video Feedback: A Teaching Practice in the Physical Examination and Assessment Course
This cluster randomized controlled trial aims to evaluate the effectiveness of a digital video feedback strategy in improving physical assessment skills, learning motivation, self-regulated learning, and anxiety among undergraduate nursing students. Approximately 80 second-year nursing students enrolled in a physical examination and assessment course will be assigned to either a digital video feedback intervention group or a traditional teaching control group using cluster randomization.
The intervention will be implemented in four physical assessment units, including head and neck/lymphatic assessment, musculoskeletal assessment, and two neurological assessment units. Students in the intervention group will record their physical assessment performance using a digital video system and receive structured feedback from peers and instructors. Outcomes will be assessed at baseline, mid-course, and at the end of the course.
研究概览
地位
详细说明
Physical examination and assessment are fundamental competencies in nursing education and clinical practice. However, undergraduate nursing students may experience difficulties in mastering complex physical assessment procedures because of limited practice time, insufficient individualized feedback, and limited clinical experience.
Based on Bandura's Social Learning Theory, this study incorporates a digital video feedback strategy into an undergraduate physical examination and assessment course. The intervention emphasizes observation, practice, feedback, reflection, and behavioral modification.
Students assigned to the intervention group will record their performance of selected physical assessment procedures using the SimCapture digital platform. Recorded performances will be reviewed by peers and instructors, who will provide structured feedback based on standardized physical assessment evaluation criteria. Students will review the feedback, modify their performance, and subsequently repeat the recording and feedback process.
Four course units will be included in the intervention: head and neck/lymphatic assessment, musculoskeletal assessment, neurological assessment I, and neurological assessment II. The control group will initially receive conventional classroom instruction and independent practice. For educational equity, students in the control group will subsequently receive the digital video feedback activity after the planned comparison assessment.
Quantitative outcomes include physical assessment skill performance, learning strategies and motivation, learning motivation, and anxiety. Students' experiences with the digital video feedback strategy will also be explored using course evaluation and qualitative feedback.
研究类型
注册 (估计的)
阶段
- 不适用
联系人和位置
学习联系方式
- 姓名：ChihJung Wu, PhD.
- 电话号码：7110 886-422053366
- 邮箱：elvaamy@gmail.com
参与标准
资格标准
适合学习的年龄
- 成人
- 年长者
接受健康志愿者
描述
Inclusion Criteria:
- Second-year undergraduate nursing students enrolled in the Physical Examination and Assessment Practicum course at the participating university.
Students who agree to participate in the study and provide informed consent.
Exclusion Criteria:
- Students who are repeating the Physical Examination and Assessment Practicum course.
学习计划
研究是如何设计的？
设计细节
- 主要用途：其他
- 分配：随机化
- 介入模型：并行分配
- 屏蔽：无（打开标签）
武器和干预
参与者组/臂 |
干预/治疗 |
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有源比较器：Traditional Teaching Control Group
Participants will receive traditional physical assessment instruction according to the standard course curriculum, including classroom instruction, instructor demonstration, and hands-on skills practice.
Participants will also record and upload videos of their physical assessment skill performance as part of the course requirements.
However, they will not participate in the structured video review and feedback activities provided to the Digital Video Feedback Group.
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Participants will receive traditional physical assessment instruction according to the standard course curriculum, including classroom instruction, instructor demonstration, and hands-on skills practice.
Participants will also record and upload videos of their physical assessment skill performance as part of the course requirements.
However, they will not participate in the structured video review and feedback activities provided to the Digital Video Feedback Group.
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实验性的：Digital Video Feedback Group
Participants will receive the standard physical assessment course and digital video feedback.
Students will record their physical assessment skill performance, review the recorded videos, and receive structured feedback to support reflection and skill improvement.
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The digital video feedback intervention uses the SimCapture system to record students' physical assessment performance.
Students practice selected physical assessment skills, including head and neck/lymphatic, musculoskeletal, and neurological assessments.
Their recorded performances are reviewed by peers and instructors, who provide structured feedback based on standardized physical assessment evaluation criteria.
Students review the feedback, modify their assessment techniques, and subsequently repeat the recording and feedback process.
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研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Physical Assessment Skill Performance
大体时间：Baseline (Week 1), Week 9, and Week 18
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Physical assessment skill performance will be evaluated using the Physical Assessment Skills Performance Checklist.
The checklist assesses students' ability to correctly perform essential physical assessment procedures.
The total score ranges from 0 to 100, with higher scores indicating better physical assessment skill performance.
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Baseline (Week 1), Week 9, and Week 18
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次要结果测量
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Change in Motivated Strategies for Learning Questionnaire Score
大体时间：Baseline (Week 1), Week 9, and Week 18
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Learning strategies and motivational beliefs will be assessed using an adapted version of the Motivated Strategies for Learning Questionnaire (MSLQ).
The instrument uses a 7-point Likert scale and assesses motivational beliefs and self-regulated learning strategies, including self-efficacy, intrinsic value, cognitive strategy use, and self-regulation.
The total score ranges from 44 to 302.
Higher scores indicate greater levels of learning motivation and self-regulated learning strategies.
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Baseline (Week 1), Week 9, and Week 18
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ARCS-Based Learning Motivation Score
大体时间：Baseline (Week 1), Week 9, and Week 18
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Learning motivation will be assessed using an Attention, Relevance, Confidence, and Satisfaction (ARCS)-based motivation scale assessing four domains: attention, relevance, confidence, and satisfaction.
The scale consists of 16 items, with each item rated from 1 to 5. The total score ranges from 16 to 90, with higher scores indicating greater learning motivation.
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Baseline (Week 1), Week 9, and Week 18
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Anxiety
大体时间：Baseline (Week 1), Week 9, and Week 18
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Anxiety will be assessed using the Visual Analogue Scale for Anxiety (VAS-A), ranging from 0 (not anxious at all) to 10 (extremely anxious), with higher scores indicating greater anxiety.
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Baseline (Week 1), Week 9, and Week 18
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合作者和调查者
出版物和有用的链接
一般刊物
- Abend R, Dan O, Maoz K, Raz S, Bar-Haim Y. Reliability, validity and sensitivity of a computerized visual analog scale measuring state anxiety. J Behav Ther Exp Psychiatry. 2014 Dec;45(4):447-53. doi: 10.1016/j.jbtep.2014.06.004. Epub 2014 Jun 18.
- Egilsdottir HO, Byermoen KR, Moen A, Eide H. Revitalizing physical assessment in undergraduate nursing education - what skills are important to learn, and how are these skills applied during clinical rotation? A cohort study. BMC Nurs. 2019 Sep 5;18:41. doi: 10.1186/s12912-019-0364-9. eCollection 2019.
- Byermoen KR, Eide T, Egilsdottir HO, Eide H, Heyn LG, Moen A, Brembo EA. Nursing students' development of using physical assessment in clinical rotation-a stimulated recall study. BMC Nurs. 2022 May 10;21(1):110. doi: 10.1186/s12912-022-00879-1.
- Byermoen KR, Brembo EA, Egilsdottir HO, Heyn LG, Moen A, Eide H. Reflection on actions: Identifying facilitators of and barriers to using physical assessment in clinical practice. Nurse Educ Pract. 2021 Jan;50:102913. doi: 10.1016/j.nepr.2020.102913. Epub 2020 Nov 6.
- Begum DF. Challenges Faced by Nursing Students in Conducting Physical Assessments: An Integrative Review. International Journal of Environmental Sciences. 2025. doi:10.64252/NPMJ6H81
- Bandura A. Social Learning Theory. Upper Saddle, NJ: Prentice-Hall; 1977.
- Al-Chalabi N. Practicing Peer Physical Examination by Medical and Allied Health Professions Students: Why the Hesitation and Where are We Now? A Narrative Literature Review. Adv Med Educ Pract. 2024 May 31;15:513-525. doi: 10.2147/AMEP.S462588. eCollection 2024.
研究记录日期
研究主要日期
学习开始 (估计的)
初级完成 (估计的)
研究完成 (估计的)
研究注册日期
首次提交
首先提交符合 QC 标准的
首次发布 (实际的)
研究记录更新
最后更新发布 (实际的)
上次提交的符合 QC 标准的更新
最后验证
更多信息
与本研究相关的术语
关键字
其他研究编号
- CRREC-115-158
- PMN1151150 (其他赠款/资助编号：Ministry of Education Republic of China (Taiwan))
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