Preventing back injuries in hospital settings: the effects of video modeling on safe patient lifting by nurses.

Nielsen et al. (2009) filmed nurses lifting patients in a hospital. They scored each lift for safety and showed the clips back to the nurses.

The team added short verbal feedback in some phases. They used an ABAB design: baseline, video scoring, video scoring plus feedback, then back to scoring only.

Safe-lifting moves went up when nurses saw their own videos. The jump was bigger when the researcher also gave quick tips.

When the tips stopped, safety scores slid part-way back. Video alone still helped, but not as much as video plus feedback.

Capalbo et al. (2022) and Adriaanse et al. (2026) show the same pattern in new places. Capalbo added video feedback to youth soccer drills and got big skill gains. Kim used video self-review plus feedback with dental hygienists and cut infection-control slips more than verbal reminders alone.

McCafferty et al. (2024) looks like a clash but is not. They found tactile TAGteach beat video modeling plus self-evaluation for speed of learning medical tasks. The key difference is the type of feedback: vibration on the wrist versus watching a screen. Both work; tactile just speeds mastery for some learners.

Koegel et al. (1992) is an early cousin. They paired video modeling with real-work rehearsal for adults with ID. Once rehearsal was added, job-request skills moved to the workplace. The theme is the same across decades: video alone is helpful, but adding live feedback or practice locks the skill in.

If you train staff, film short clips of the target skill and watch together. Praise safe steps and give one fix tip. Keep clips under two minutes so the session fits a break. Cycle feedback on and off to save time, but plan quick booster views every few weeks to stop back-slide. This cheap combo cuts injury risk and works in hospitals, dental clinics, and even sports fields.