One way nurse educators can influence their students, patients, and policy makers is to share informative videos. Often student educators are uncomfortable presenting via video, so avoid this technology. Davis (1989) proposed a model showing the relationship between technology adoption and usability. The Technology Adoption Model (TAM) model maintains that if the technology is usable, the likelihood of adoption increases. Applied or experiential learning is a pedagogical model that places students in experiences requiring them to integrate theories, ideas, and skills they have learned into new contexts, thereby extending their learning. Having students apply the technology in a learning setting, should make it easier for them to use the technology in a practice setting.
Methods: This mixed method research assessed student’s self-reported usability of a video technology, as well as documenting reflections pre and post assignment. Prior to creating and posting the educational video, nurse educator students were asked to write an intention reflection on how a video assignment experience could be valuable in their practice and if they perceived any challenges with creating the video. Next, they recorded and uploaded a video presentation on an informatics or legislative topic depending on the course they were enrolled in. The intended audiences of the presentations were clinical nurses and legislators respectively. Each student was then assigned to provide peer review feedback on another student’s video presentation content, completeness, organization, clarity, delivery, strengths and areas for improvement. Each student then completed a usability questionnaire based on the TAM model as well as a critical reflection on how the video experience could be valuable in their practice, change the way they present, challenges with the video and any recommended changes in the assignment.
Results: Themes from the reflections prior to the assignment reflected concerns about using the technology. Themes after the assignment communicated that students valued this applied learning experience, expanded their communication skills, and included many concerns about how they looked and sounded in the video. Usability of the technology scored high - average scores were “agree” to “strongly agree” - despite their written trepidation in the intention reflection. Students also communicated aspects of the activity that were difficult for them such as instructions that were not clear, uploading the video correctly, and repeat retakes of the video.
Conclusion: Based on these results, course instructions were clarified and the assignment was added to future courses. Evaluation of the assignment will continue in future courses.