As the use of technology and alternate formats of evaluation are being utilized within institutions of higher education, the concepts of student self-evaluation and self-awareness continue to grow in popularity. Providing students with the opportunity to engage in such reflective practices has been seen in several schools of nursing for assignments such as physical examination check-offs or psychomotor skills validation (Houghton, 2012; Yoo, 2008; Yoo, 2010). An expanded pilot study capitalized on strengths and weaknesses of a prior project, evaluating the effectiveness of video-recorded evaluation of interventional skills check-offs. Through video-based self-assessment, a beneficial and effective instructional method exists for training nursing students to develop confidence, awareness of psychomotor strengths and weaknesses, and to improve both clinical and communication skills.
The concepts of student self-evaluation and self-awareness continue to grow in popularity and benefit. Providing students with the opportunity to engage in such reflective practices regarding physical examination check-offs and psychomotor skills validation affords the opportunity to observe and reflect on individual performances, motivation and learning. Additionally, self-evaluation of communication skills and patient encounters improve motivation while student satisfaction with the video assessment method is higher than with traditional methods based on the ability to visually recognize strengths and weaknesses in individual performances, which otherwise might have gone unnoticed. Self-assessment, however, is not intuitive. It must be taught and practiced to be refined. The use of audio visual tools to support self-assessment gives students the opportunity to gain insight into their competency, and the ability to practice holistically. By affording students an opportunity to observe and reflect on their own individual performances, motivation and learning have been shown to be enhanced. Additionally, observance and reflection of a student’s own communication skills, and personal satisfaction of the encounter helps to motivate students to a higher level of performance.
The means for providing this self-evaluation and self-awareness of individual performances is through the usage of audiovisual recordings created by the students. Additionally, student satisfaction with the video assessment method was higher than traditional methods based on the ability to visually recognize strengths and weaknesses within individual performances which may have otherwise gone unnoticed.
Currently, students engage in a faculty proctored check-off process intervention skills. A group of students who consented to the study were offered the opportunity to record and submit their interventions skills check-offs in an alternate format utilize their own personal video recording devices. Participants were placed in groups of 3 students. In each group, the students took turns being the videographer, performing the skills, and serving as a peer reviewer of the skill performed. The intervention skills were videotaped by the student functioning as the videographer, without interruption, not to exceed a time period of 10 minutes per skill. The participating students were provided the opportunity to review, self-evaluate the video, and receive peer to peer feedback prior to submission to their faculty. Students were provided the opportunity to repeat their performance until they are satisfied with the accuracy and completeness of their video recording. The video files were then submitted to the faculty member through an internet based drop box system. An open-ended questionnaire was then completed asking likes, dislikes, and perceived benefits of the video recording method.
Students report a therapeutic and authentic environment created by the use of video recording technology. Less stress and anxiety existed around the need to correctly perform the skill the first time. Students felt less fear with peer feedback which represented a friendly eye compared to a critical eye. The luxury of redoing the video-recorded performance eased anxiety and improved proficiency. Weaknesses include technical aspects of recording device available memory, and uploading of large video files.
In conclusion, utilization of alternate methods of evaluating student performance during skills check-offs show significant promise for adoption as an alternate method of grading. Implications would be to allow students a choice of preferred methods for evaluation suiting individual learning styles. This variability would meet the student’s needs based on fear, stress, objectivity, and peer versus faculty feedback.
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