Nursing students' preferences of strategies surrounding cinenurducation in a first year child growth and development courses: A mixed methods study

Literature review of audiovisual practices in Nursing education

“…In these studies, videos are compared to other educational technologies, ranging from lectures (23,30) and observation of care (31)(32)34) to readings of texts (24) and care simulations in Role-Play dynamics (39) . There was also some recurrence of studies in which learning was assessed in pre and post-tests at the display of a particular film or video (16,41,(46)(47) . Also noteworthy was the number of case presentation studies and video experiences pointing to advantages and peculiarities found (15,22,25,33,45) .…”

“…Web-based video and feedback in the teaching of cardiopulmonary resuscitation 2012 (33) NET Effect of a video on developing skills in undergraduate Nursing students for the management of totally implantable central venous access ports 2012 (34) Learning concepts of cinenurducation: An integrative review 2012 (35) A pilot project in distance education: Nurse practitioner students' experience of personal video capture technology as an assessment method of clinical skills 2013 (36) Online video in clinical skills education of oral medication administration for undergraduate student nurses: A mixed method, prospective cohort study 2013 (37) Attitudes toward Video-Assisted Debriefing after simulation in undergraduate Nursing students: An application of Q methodology 2014 (38) Improving Chinese Nursing students' communication skills by utilizing video-stimulated recall and role-play case scenarios to introduce them to the SBAR technique 2016 (39) Literature review: Use of commercial films as a teaching resource for Health Sciences students 2016 (40) Nursing students' preferences of strategies surrounding cinenurducation in a first-year child growth and development courses: A mixed method study 2016 (41) Piloting the feasibility of head-mounted video technology to augment student feedback during simulated clinical decision-making: An observational design pilot study 2016 (42) Use of videos to support teaching and learning of clinical skills in Nursing education: A review 2016 (43) Practitioner…”

“…The most frequent conception in these papers (national and international) was the possibility of movies and videos reproducing/transporting reality into the classroom (works that do this). The videos and movies would be mainly mirrors/reflections of reality (19)(20)(21)(23)(24)(25)(26)(28)(29)(30)(31)(32)(33)(34)(35)(36)(37)(38)(39)(40)(42)(43)(44)(45)(49)(50) , reality simulators (17,(23)(24)34,39,43,45,50) and would enable students to experience (19,22,25,28,29,35,(39)(40)(41)(42)(43)(44)(49)(50) and explore (31)…”

“…When papers was related to videos as reproducers of reality, these papers were more intended to illustrate a procedure or type of care (26,28,33,34,43,(47)(48) , to be memory devices (32)(33)36,38,41) , to transmit information more easily (15,24,(32)(33)37,(40)(41)47) , and to offer students the opportunity to review their care (33,(37)(38) and thus perform a selfevaluation, that is, being able to explore reality by transposing limits of space and time (21) (especially when related to distance education). These conceptions, more frequent in NET, seem to be strongly influenced by the work of McSweeney (7) , published in this same journal (paper excluded from our sample), 30 years ago, which defended some advantages for the use of videos in education in Nursing, such as flexibility, immediate access, archiving of information, presentation of reality and control of the point of view.…”

The Impact of Program-Wide Discussion Board Grading Rubric on Student and Faculty Satisfaction

“…If the discussion forum lacks clarity for either the students or the instructor, problems ensue (Nandi, Hamilton, & Harland, 2012). Without clear directions about the level and type of engagement expected, discussion board forums may not lead to a better understanding of the subject matter (Oh & Steefel, 2016).…”