The Importance of Multimedia Tools in Dental Nurse Trainings - Essay Example

The modern technological resources are proved to be much effective in the process of training. As being applicable in all modes of training generically, the technological tools like multimedia can be utilized in the specific training modules for dental nurses. Many researchers have analyzed and confirmed the role of multimedia resources like power point presentations in improving the deliverance of training. Hayes (2008, 243 – 253) has opined that the resources of computers and multimedia instruction have helped of process of initiating a significant change in the face of education and training. Moreover the authors confirm that multimedia has in a larger scale helped to increase the efficacy of the learning process (Hayes, 2008, 243 – 253) It has been confirmed that the optimal use of technological training strategies including creativity can ensure effectiveness and proper meaning in the knowledge deliverance process (Hayes, 2008, 243 – 253). Hayes (2008, 243 – 253) has critically examined the role of several creative multimedia instructional approaches with relevance to the students’ approach towards multimedia based instructions before making these conclusions. The ethical aspects of computer based training also have been confirmed to be positive (Hayes, 2008, 243 – 253). The specific role of power point and other multimedia based training resources in training dental nurses has been also analyzed by a number of researches. Sheridan; Gorman and Claffey (2008 ,225-32) has critically studied the response of dental nurses towards a technology-assisted learning environment. The study was based on the training of dental nurses at National Dental Nurse Training Programme of Ireland and evaluated the nurses’ reactions to the multimedia based training resources. The study opines that so as for the dental nurses to adapt to the modern day dental surgery requirements, they need to have the highly precise technical skills (Sheridan;Gorman & Claffey 2008 ,225-32) In turn this needs highly effective training system based on visual multimedia tools. However, for the appropriate introduction of multimedia resources into the training system including online learning activities demands the proper adaptation of both trainees and trainers Sheridan;Gorman & Claffey 2008 ,225-32) The study further points out the need for monitoring the technology based training system through assessment of the feedback from the beneficiaries. In conclusion Sheridan;Gorman and Claffey (2008 ,225-32) has opined that the dental nurses who were included in the study responded well to the multimedia based learning environment. Moreover, the use of online and multimedia resources has created an effective and stimulating study environment for the trainees of dental nurse training program Sheridan;Gorman & Claffey 2008 ,225-32) However, these observations made by the study is subjective to the point that the trainees must be acquainted with the tools of multimedia and other technological tools for the training to be effective (Sheridan;Gorman & Claffey 2008 ,225-32). However, Carbonaro; King ;  Taylor ;  Satzinger ;  Snart & Drummond (2008 , 25 – 33) has observed a contradictory result in their study to analyse whether interprofessional team process skills traditionally taught in a small group face-to-face classroom setting could be taught in a blended learning environment; without compromising the pedagogical approach. It was suggested that there was no effect on the nurses and nurses’ groups achieving team process as the ones trained with multimedia tools didn’t show any difference ones the ones trained through the conventional system (Carbonaro; King ;  Taylor ;  Satzinger ;  Snart & Drummond 2008 , 25 – 33). However, it was opined by the authors that there was significant increase in the team dynamics caused due to the introduction of multimedia as a training tool in comparison with the paper presentation (Carbonaro; King ;  Taylor ;  Satzinger ;  Snart & Drummond 2008 , 25 – 33). In teaching environments which blended conventional and technology based training tools, the achievement of course learning objectives was more positive in the student’s perspective. (Carbonaro; King ;  Taylor ;  Satzinger ;  Snart & Drummond 2008 , 25 – 33). Though the study was generic and included students from a number of backgrounds including Physical Therapy, Medical Laboratory Science, Dental Hygiene, Medicine, Pharmacy, Dentistry, Nutrition and Nursing and Occupational Therapy, the results of the study is very well applicable for training dental nursing nurses. Sheridan; Gorman and Claffey (2008, 225-32) also have come up with similar results stating that the use of multimedia tools can create healthy and favorable environment for dental nurses training. The importance of multimedia tools in dental nurse trainings has been reiterated as the Chinese dental nurse training systems has actively included multimedia tools. Cui; Zhuan.; Baojun; Mingwen and Kwan (2007, 304-311) has explained the success story of adental school in China which has successfully implemented multi media based training tools. The efficacy of the training has proved to effective over forty dental schools in China (Cui; Zhuan.; Baojun; Mingwen and Kwan 2007, 304-311). The authors have critically examined the innovations made in the School of Stomatology at Wuhan University (WHUSS). These innovations which are based on multimedia tools are predicted by the authors to change the face of dental nursing training in China which depends on the paper based training system (Cui; Zhuan.; Baojun; Mingwen and Kwan 2007, 304-311). The challenges faced by the conventional paper based presentation systems with reference to dental nursing training are also critically explained. Though the methodology of the implementation and precise strategy is still to be finalized through further research this system can be a benchmark for the future of Chinese dental nursing training (Cui; Zhuan.; Baojun; Mingwen and Kwan 2007, 304-311). Mallow ; Klaipo and Durward (1997 148-156) has further confirmed that these kind of innovations in dental nurse trainings are being replicated across the globe and thus reiterates the efficacy of multimedia based training models in dental nurse training. The article explains a 4-5 month training programme organized so as to train dental nurses in Cambodia which emphasized more on the multimedia based tools (Mallow; Klaipo& Durward, 1997 148-156) Another key factor which distinguishes power point and other multimedia based presentation over the conventional paper based presentation is the perfection, appearance and the visual experience. These factors are in turn critical in training dental nurses as the information disseminated is vital. Moreover taking into consideration the human resource requirement and the infrastructural requirement in manually training nurses using paper based presentations, multi media presentations can be effectively utilized in this context. Chularuk; Benchaporn; Yuwadee; Rujires; Bhinyo and Pintip (2008, 65-72) has suggested a multimedia based training system for nurses and has evaluated the efficacy of the same in comparison with the conventional systems. The main consideration of the study was the increasing number of nursing students and a lack of faculty member strength in nursing schools in accordance with the student strength so as to optimally deliver conventional paper based presentations (Chularuk; Benchaporn; Yuwadee; Rujires; Bhinyo & Pintip 2008, 65-72) As a solution for this human resource shortage the authors have suggested a computer-assisted learning (CAL) system including multimedia tools on vital signs with both audio and animated video. The experiment done by the authors using this system on the population of second-year undergraduates in two different nursing schools revealed that all strata of students achieved better performance skills (Chularuk; Benchaporn; Yuwadee; Rujires; Bhinyo & Pintip 2008, 65-72). However as a contradictory result the observation showed that the students trained using computer-assisted learning (CAL) did not gain higher theoretical knowledge than the trainees from the conventional system (Chularuk; Benchaporn; Yuwadee; Rujires; Bhinyo & Pintip 2008, 65-72) Thus the results of this study suggest that the power point based and other multimedia based trainings can impart better working skills for nursing students. Though this study was generic on all nursing students, the results are applicable in the case of dental nursing students. Khayat and Keshtkar (2004, 191-194) also have confirmed the multi media based presentation system more effective over the conventional paper based presentation systems. The suggestion was based on the experiment conducted over two groups of dental nursing students one of which were trained using the multi media and computer based learning and the other group trained with the conventional tutorial sessions in the laboratory. The students were compared for the scientific knowledge and the overall score achieved. The results indicated that both the groups did not show any significant difference in the level of knowledge achieved. . This result is quite identical with the observations made by Chularuk; Benchaporn; Yuwadee; Rujires; Bhinyo & Pintip (2008, 65-72). There was no difference in the attitude found to be imparted by the computer assisted learning. However, as the practical working skills were not tested by Khayat and Keshtkar (2004, 191-194), the study does not make the point that multi media based presentations are not effective in developing the working potential of dental nurses. References Carbonaro, M ;  King, S;  Taylor, E;  Satzinger F;  Snart F; Drummond J , 2008, ‘Integration of e-learning technologies in an interprofessional health science course’ , Medical Teacher, vol. 30, no. 1 pp. 25 - 33 Cui H; Zhuan B; Baojun T; Mingwen F; Kwan C, 2007, ‘Dental Education in Wuhan, China: Challenges and Changes’, Journal of Dental Education , vol. 71, no.2, pp. 304-311 Hayes, B G, 2008, ‘The Use of Multimedia Instruction in Counselor Education: A Creative Teaching Strategy’, Journal of Creativity in Mental Health, vol. 3, no.3, pp. 243 – 253 Kaveevivitchai, C; Chuengkriankrai, B; Luecha, Y; Thanooruk, R; Panijpan, B & Ruenwongsa, P 2009, ‘Enhancing nursing students skills in vital signs assessment by using multimedia computer-assisted learning with integrated content of anatomy and physiology’, Nurse education today, vol. 29, no.1, pp.65-72 Khayat, A; Keshtkar , A 2004, A Comparative Study of Multimedia and Conventional Education Methods in Undergraduate Training in Preclinical Endodontics. Journal of Research in Medical Sciences, vol. 4, pp. 191-194 Mallow P, K; Klaipo, M & Durward C, S, 1997, ‘Dental nurse training in Cambodia-a new approach’, International Dental Journal, vol. 47, no.3, pp.148-56 Sheridan, C; Gorman, T; Claffey, N 2008, ‘Dental nursing education and the introduction of technology-assisted learning’, European journal of dental education, vol.12, no.4, pp. 225-32 Read More