Experiences of using a video-based learning model during a long-term process of movement awareness and learning – a hermeneutical study

Abstract

Aim

To explore the long-term learning process in movement awareness development supported by a video-based learning model.

Participants

Eleven undergraduate nursing students.

Method

The students participated in learning sessions comprising video modelling, video feedback and reflective enquiry with a focus on inter-personal interaction. Each student participated in three individual video sessions during a four-month period. Three individual interviews were carried out, the last one 12–18 months after the final session. Visual, verbal and written material were collected from the video sessions, individual interviews and diaries, and interpreted within a hermeneutical approach.

Results

The learning process was described in three themes: motivation for change, exploring alternative perspectives and movement changes through challenges.

Conclusions

The video-based learning model implies a challenging experience on a personal level that supports motivation and a deep approach to learning. It adds a powerful base for reflection, which encourages student-centred active learning. The facilitator’s reflective approach is essential to allow the student to explore her/his own movement, in contrast to delivering instructions. The learning model may be valuable in the physiotherapist’s clinical work in facilitating patients’ movement awareness in the process of movement improvements.

Keywords:

• Ergonomics
• feedback
• hermeneutics
• learning
• movement
• video recording

Acknowledgements

We are grateful to all the participating students in the study and the physiotherapist who acted as facilitator during the intervention. No external funding has been received.

Disclosure statement

No potential conflict of interest was reported by the authors.