Implementing technology to support clinical skill development — is there a right way? An evaluation study of a unique skills website to support skill acquisition
Abstract
This study evaluates the implementation and impact of the ‘Skills for Practice’ website, a technology-enhanced learning platform developed at Northumbria University to support clinical skill acquisition among healthcare students. Designed as a supplementary resource to face-to-face instruction, the website offers multimedia content — including videos, podcasts and posters — structured to deconstruct clinical procedures in a step-by-step format. A sequential explanatory mixed methods design was employed, combining quantitative survey data (n = 136) with qualitative interviews (n = 4), to explore student engagement, usage patterns and perceptions of the platform’s effectiveness. Findings indicate that students valued the platform’s accessibility, visual quality and variety of resources, with videos identified as the most effective medium for learning psychomotor skills. The website was particularly useful for revision before clinical placements and objective structured clinical examinations (OSCEs), aligning with flipped classroom and blended learning pedagogies. Two overarching themes emerged from the data: platform (quality, accessibility, variety) and resources (reliability, realism, relevance). Students appreciated the authenticity of the content, which featured familiar staff and real clinical environments, and the reliability of evidence-based materials authored by qualified professionals. The study concludes that the pedagogical value of digital tools lies not in their novelty but in their thoughtful integration into curriculum design. The website’s success demonstrates that when students are given autonomy and their feedback informs content development, engagement and learning outcomes improve. This evaluation contributes to the growing body of literature advocating for student-centred, pedagogically grounded approaches to technology integration in healthcare education. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
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Author's Biography
Claire Ford Dr Claire Ford graduated from Northumbria University with first-class honours in adult nursing and a postgraduate diploma with distinction in midwifery. She received awards for her nursing and midwifery studies, including the Heath medal for academic and clinical excellence. In 2016, she was a finalist alongside Laura Park for the Nursing Times Award – Teaching Innovation of the Year. As an Assistant Professor at Northumbria University (NU), Claire contributes to modules across BSc and MSc healthcare programmes both nationally and internationally. She helps shape and enhance these programmes and develops the university’s simulated practice learning. She has been nominated several times for the Student Led Teaching Awards, won the Outstanding Staff Member for Health and Life Sciences in 2020, and received a GEM Award in 2022. She was shortlisted for the NU SHINE Awards in 2023 with her colleagues for innovations in simulation practice placements, and in 2024 reached the final for another SHINE award with her colleagues for innovations in online nurse education. Claire’s interests include clinical skills, perioperative care, gynaecology, women’s health, and teaching methods using technology and immersive approaches. She is involved in research on teaching activities, virtual and immersive realities to evaluate practice, support students and advance nursing education. Besides her university work, Claire co-chairs the UK Simulation Practice Learning Group, is a member of NHS England’s Simulation and Immersive Technologies Publications Review Group, and has published book chapters and journal articles on healthcare education, pedagogy and perioperative care.
Laura Park Dr Laura Jillian Park is an Assistant Professor at Northumbria University, where she draws on her nursing background in stroke care to inspire her teaching and research. She is passionate about clinical skills education, simulation and exploring how technology, including virtual reality, can transform healthcare learning. Her PhD explored the dynamics of interprofessional working in stroke care, reflecting her commitment to improving collaboration in practice. Laura has taught internationally, including module leadership and development in Malta and Singapore, and continues to enjoy sharing her expertise with colleagues and students around the world. She has a growing portfolio of publications, including journal articles, book chapters and online educational resources. Laura is a Senior Fellow of the Higher Education Academy and has completed a postgraduate certificate in academic practice (PGCAP).
Andy Melling is Dean of the School of Nursing and Midwifery at the University of Lancashire. He is a registered nurse by background who worked in the surgical setting. His PhD focused on patient temperature management and improving surgical outcomes, a subject he continues to speak on internationally. In 2008 he began his career in education at Northumbria University. During this time, he had various roles including Faculty Director of Technology Enhanced Learning and Deputy and Acting Head of the Department of Nursing, Midwifery and Health. He led several projects across the faculty involving technology and innovation in healthcare education, which helped foster his passion for this subject. Originally from Lancashire, Andy decided to move back to his home county in 2021. He continues to champion educational development and innovation at university, regional, national and international level. He is currently Chair of the Healthcare Educators NET conference organising committee, a longstanding and successful international conference focusing on research and networking in healthcare education. In addition, he has, since 2023, been chair of the North West Council of Deans of Health.
Citation
Ford, Claire, Park, Laura and Melling, Andy (2025, December 1). Implementing technology to support clinical skill development — is there a right way? An evaluation study of a unique skills website to support skill acquisition. In the Advances in Online Education: A Peer-Reviewed Journal, Volume 4, Issue 2. https://doi.org/10.69554/HCXJ4183.
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