Implementing student self-video of performance

Maloney, Stephen; Paynter, Sophie; Storr, Michael; Morgan, Prue

doi:10.1111/tct.12027

Cited by 14 publications

(19 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These findings coincide with the notion that traditional Continuing Medical Education formats and passive approaches have little effect on behavior change [17,18] and that self-video analysis, when used as a supplement to traditional teaching methods, corresponds with greater clinical skill competency and more effective use of feedback. [19] Finally, our in-depth single case study of behavioral and physiologic parameters showed a clear pattern of the potential regulatory effects of small changes in nurse caregiving. To our surprise, the intentional introduction had the most regulatory effect on the time period after care.…”

Section: Discussionmentioning

confidence: 79%

Using a behavior analytics approach to change nursing care of extremely premature infants: A pilot study

Gonya

Niski²,

Cistone³

2018

JNEP

View full text Add to dashboard Cite

The neonatal intensive care unit (NICU) is, inherently, a trauma environment for the extremely premature infant. This trauma is often exacerbated by nurse caregiving practices that can be modified and still remain effective. Our study explored how behavior analytics could be used to implement an intervention known as Care by Cues and how the intervention might, ultimately, impact infant physiologic stability.

show abstract

Section: Discussionmentioning

confidence: 79%

Using a behavior analytics approach to change nursing care of extremely premature infants: A pilot study

Gonya

Niski²,

Cistone³

2018

JNEP

View full text Add to dashboard Cite

show abstract

“…Interesting, the students also generally scored their own performance lower than that of peers and the teacher. A slight variant to this approach, but with similar positive findings by McNulty and Lazarevic (2012) and Maloney et al (2013) used video recordings in a role play format. The outcomes of the studies could have been improved if the study compared if the video was able to improve live presentation skills.…”

Section: Related Workmentioning

confidence: 94%

“…The use of video feedback has been used across many disciplines over a long period of time as an effective method to improve learning and provide effective feedback. Examples include: teacher development and training (Abbott, Wulff, and Szego 1989;Nikolic et al 2015), enhancing the learning of concepts (Lee and Lehto 2013;Vial et al 2015;, developing authentic learning experiences (Kearney and Schuck 2006;Rodriguez, Ajjan, and Honeycutt 2014), and most important to this study improving learning via feedback (Barry 2012;Maloney et al 2013;Hsia, Huang, and Hwang 2016). The advantages of the video medium, is that it is a multi-sensory environment and that students are exposed to it in their daily lives (McNulty and Lazarevic 2012).…”

Section: Introductionmentioning

confidence: 99%

Formative assessment to develop oral communication competency using YouTube: self- and peer assessment in engineering

Nikolic

Stirling

Ros

2017

European Journal of Engineering Education

View full text Add to dashboard Cite

Obtaining oral communication competency is an important skill for engineering students to prepare them for interacting and working in any professional setting. For engineers, it is also important to be able to present technical information to non-technical audiences. To ensure oral competency, a non-graded formative assessment approach using video with self-and peer assessment was introduced into a final-year engineering thesis course. A low workload approach was used due to growing student numbers and higher pressures on academic staff. A quasi-experimental design was used to investigate the differences between traditional delivery, self-assessment and combined self-assessment with peer feedback. The study found that the formative models were seen by students to help develop their presentation skills. However, the results showed no significant improvement compared to the traditional method. This could be due to previous presentation practice within the degree or more probable, the lack of incentive for weaker students to engage and improve due to the ungraded nature of the activity.

show abstract

“…While, some studies highlight the value of students using the smartphone video app feature to learn psychomotor skills in nursing, midwifery and medicine. [34][35][36][37][38][39] Some faculties and managers resist the use of smartphones among nursing students in the classroom and during clinical practice, and further describe it as being addictive; [40] rude; [41] distracting; [42,43] creating a physically present but mentally absent user; [44] unprofessional, unethical and time-wasting. [45] However, other studies demonstrate that with appropriate technical and pedagogical support from faculty, the use of the smartphone in the classroom and as an e-learning tool not only improves students' engagement, but also prepares them for ever-changing technologies in delivering healthcare.…”

Section: Background and Literature Reviewmentioning

confidence: 99%

Using students’ smartphones to learn a nursing skill: Students’ perspectives

Epstein

Bertram²

2018

JNEP

View full text Add to dashboard Cite

The increase in nursing students’ enrollment in post-secondary education, hospital restructuring and limited clinical placements have shifted nurses’ education to require more e-learning platforms. E-learning uses information and communication technologies to support interactions with content, learning activities and with others; and to facilitate self-reflection. Using smartphones’ video applications in a hybrid course can support learning. Most nursing students own smartphones and use them to create videos, however, their perspectives on using their smartphones to support learning a nursing skill is limited. This mixed method pilot study explored undergraduate nursing students’ perspectives on using their smartphones to record, and later receive feedback from their peers and faculty when learning a nursing skill. Twenty-six students completed questionnaires and seven students participated in a follow-up focus group. Two overarching themes emerged: (a) technical and (b) adaptive challenges. Students identified technical challenges in using their devices and how this influenced knowledge application. Others highlighted that the activity helped them to reflect and relate to self, others and their environments. The clinical, educational, ethical and research implications of this teaching-learning strategy will be discussed.

show abstract

Implementing student self-video of performance

Cited by 14 publications

References 5 publications

Using a behavior analytics approach to change nursing care of extremely premature infants: A pilot study

Using a behavior analytics approach to change nursing care of extremely premature infants: A pilot study

Formative assessment to develop oral communication competency using YouTube: self- and peer assessment in engineering

Using students’ smartphones to learn a nursing skill: Students’ perspectives

Contact Info

Product

Resources

About