Purpora Christina, Prion Susan
J Nurs Educ. 2018 Mar 1;57(3):154-158. doi: 10.3928/01484834-20180221-05.
This study explored third-semester baccalaureate nursing students' perceptions of the value of using student-produced video as an approach for learning head-to-toe assessment, an essential clinical nursing skill taught in the classroom.
A cognitive apprenticeship model guided the study. The researchers developed a 34-item survey. A convenience sample of 72 students enrolled in an applied assessment and nursing fundamentals course at a university in the western United States provided the data.
Most students reported a videotaping process that worked, supportive faculty, valuable faculty review of their work, confidence, a sense of performance independence, the ability to identify normal assessment findings, and few barriers to learning.
The results suggested that a student-produced video approach to learning head-to-toe assessment was effective. Further, the study demonstrated how to leverage available instructional technology to provide meaningful, personalized instruction and feedback to students about an essential nursing skill. [J Nurs Educ. 2018;57(3):154-158.].
本研究探讨了护理学专业本科三年级学生对于使用学生制作的视频作为学习从头到脚评估方法的价值的看法，从头到脚评估是课堂上教授的一项重要临床护理技能。
本研究以认知学徒制模型为指导。研究人员编制了一份包含34个条目的调查问卷。在美国西部一所大学选修应用评估与护理基础课程的72名学生组成的便利样本提供了数据。
大多数学生报告称录像过程可行，教师给予支持，教师对其作品的评价很有价值，自己有信心，有独立操作的感觉，能够识别正常的评估结果，并且学习障碍很少。
结果表明，学生制作视频用于学习从头到脚评估的方法是有效的。此外，该研究展示了如何利用现有的教学技术为学生提供关于一项重要护理技能的有意义的、个性化的指导和反馈。[《护理教育杂志》。2018年；57(3)：154 - 158。]
