The University of Queensland, School of Nursing and Midwifery, Brisbane, Australia.
Nurse Educ Today. 2013 Mar;33(3):253-7. doi: 10.1016/j.nedt.2011.11.014. Epub 2011 Dec 10.
This paper reports on a pilot project aimed at exploring postgraduate distance students' experiences using personal video capture technology to complete competency assessments in physical examination. A pre-intervention survey gathered demographic data from nurse practitioner students (n=31) and measured their information communication technology fluency. Subsequently, thirteen (13) students were allocated a hand held video camera to use in their clinical setting. Those participating in the trial completed a post-intervention survey and further data were gathered using semi-structured interviews. Data were analysed by descriptive statistics and deductive content analysis, and the Unified Theory of Acceptance and Use of Technology (Venkatesh et al., 2003) were used to guide the project. Uptake of the intervention was high (93%) as students recognised the potential benefit. Students were video recorded while performing physical examinations. They described high level of stress and some anxiety, which decreased rapidly while assessment was underway. Barriers experienced were in the areas of facilitating conditions (technical character e.g. upload of files) and social influence (e.g. local ethical approval). Students valued the opportunity to reflect on their recorded performance with their clinical mentors and by themselves. This project highlights the demands and difficulties of introducing technology to support work-based learning.
本论文报告了一个试点项目，旨在探索研究生远程学生使用个人视频捕捉技术完成体检能力评估的经验。在干预前调查中，从护士从业者学生（n=31）收集人口统计数据，并衡量他们的信息通信技术熟练度。随后，为 13 名学生分配了一个手持式摄像机，供他们在临床环境中使用。参与试验的学生完成了干预后的调查，并使用半结构化访谈进一步收集数据。通过描述性统计和演绎内容分析进行数据分析，并使用技术接受和使用的统一理论（Venkatesh 等人，2003 年）指导项目。该干预措施的接受度很高（93%），因为学生认识到了潜在的好处。学生在进行体检时被视频记录。他们描述了高度的压力和一些焦虑，而评估进行时，压力和焦虑迅速减轻。遇到的障碍在便利条件（例如文件上传的技术特征）和社会影响（例如当地伦理批准）方面。学生非常重视有机会与临床导师和自己一起反思记录的表现。本项目强调了引入技术以支持基于工作的学习的需求和困难。
