When teaching something that involves psychomotor skills it can be very useful to give verbal clues that help the learner remember the different parts. Then as shown in this video clip, repetition is key to mastery.
The preparation of students for a practice discipline such as nursing involves the development of manipulative skills, as well as thinking skills and values development. Learning such skills and performing “hands-on” tasks is the focus of learning in the psychomotor domain. The role of the educator in teaching students in this domain is quite different from teaching in either the cognitive or affective domain, as one is called upon to use different approaches and interact with students in different ways.
But how do individuals learn to perform psychomotor skills? We learn to ride a bicycle by starting small (a tricycle, a larger bike with training wheels) and then progressing to something bigger (a 2-wheeler). We then fly down the street on this larger bike without training wheels, falling again and again … until we don’t fall off any more. After a while, we are so good at riding a bike, we don’t even think about the mechanics anymore and can focus on other things … like the beautiful scenery around us, the cars whizzing by, or talking to the people with whom we are riding. Is this how we learn to insert a catheter, prepare an IV, or give an IM injection? What are the stages one goes through to become comfortable performing a skill, and what are the best ways to develop that competence … and confidence?
These are the kinds of questions that will be explored through the presentation and readings below, which are designed to help you achieve the following objectives:
- Formulate psychomotor domain learning objectives that are appropriate to intended learning goals for a select group of students
- Examine selected issues related to teaching and learning in the psychomotor domain and promoting development in this area for nursing students.
- Propose teaching strategies that enhance learning in the psychomotor domain
For more information about the psychomotor domain, watch this presentation by Dr Terry Valiga Duke School of Nursing entitled Facilitating Learning in the Psychomotor Domain.
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Dave, R. (1970). Psychomotor levels. In R. A. Armstrong (Ed.), Developing and writing behavioral objectives. Tucson, AZ: Educational Innovators Press.
Dreyfus, H. L., & Dreyfus, S. E. (1996). The relationship of theory and practice in the acquisition of skill. In P. E. Benner, C. A. Tanner & C. A. Chesla (Eds.), Expertise in nursing practice: Caring, clinical judgment, and ethics (pp. 29-47). New York: Springer Pub. Co.
Giddens, J. F., & Eddy, L. (2009). A survey of physical examination skills taught in undergraduate nursing programs: are we teaching too much? Journal of Nursing Education, 48(1), 24-29.
Grady, J. L., Kehrer, R. G., Trusty, C. E., Entin, E. B., Entin, E. E., & Brunye, T. T. (2008). Learning nursing procedures: the influence of simulator fidelity and student gender on teaching effectiveness. Journal of Nursing Education, 47(9), 403-408.
Harrow, A. J. (1972). A taxonomy of the psychomotor domain: A guide for developing behavioral objectives. New York: D. McKay Co.
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Kluge, M. A., & Glick, L. (2006). Teaching therapeutic communication VIA camera cues and clues: the video inter-active (VIA) method. Journal of Nursing Education, 45(11), 463-468.
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Oermann, M.H., Kardong-Edgren, S., Odon-Maryon, T., Ha, Y., McColgan, J.K., Hurd, D., Rogers, N., Resurreccion, L.A., Snelson, C., Kuerschner, D.R., Haus, C., Smart, D.A., Lamar, J., Hallmark, B.F., Tennant, M.N., & Dowdy, S.W. (2010). HeartCode BLS with voice assisted manikin for teaching nursing students: preliminary results. Nursing Education Perspectives, 31(5), 303-308.
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Starksilvercreek. (January 20, 2011) How to Hand Jive – With Cast of GREASE [Video file]. Retrieved from http://www.youtube.com/watch?v=pGhUmknlcvk&feature=related
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