Palmer Troy J, Chisholm LeAnn J, Rolf Carmen G, Morris Christina R
Lamar University, P.O. Box 10081, Beaumont, TX 77710, United States of America.
Lamar University, P.O. Box 10081, Beaumont, TX 77710, United States of America.
Nurse Educ Pract. 2021 May;53:103071. doi: 10.1016/j.nepr.2021.103071. Epub 2021 May 8.
The purpose of this study was to determine whether using self-video recording of the skill competency assessment would promote deliberate practice of nursing skills, clinical skill proficiency, limit virtual high stakes testing anxiety and facilitate progression of first semester baccalaureate nursing students during the global COVID-19 pandemic.
A cross-sectional study was conducted during the Spring 2020 semester using self-reported student data from an end of course survey.
A 16 item instructor-designed survey of student's perceptions of critical thinking, preparation, availability of materials, practice, video recording skill demonstrations, self-reported levels of anxiety related to the virtual testing environment and type of skill assessment exam was provided to all first semester baccalaureate nursing students enrolled in the basic nursing skills course.
Approximately half of the cohort (N = 33) voluntarily responded to the instructor designed survey. The greatest relationship was observed between 'adequate information for each version' of the test and 'adequate time to prepare' (rho (32) = 0.729 p = 0.000). Although 54.6% (n = 18) of the respondents believed performing the demonstration in the home environment caused them to 'think harder' about the tasks, 78.8% (n = 26) reported feeling less anxiety than while performing previous demonstrations in the lab. A Wilcoxon test examined the results of the anxiety for demonstration on campus and anxiety for demonstration at home and a significant difference was found (p = 0.000, 95% CI) indicating anxiety levels were significantly less when demonstrating in the home environment. A moderate positive correlation was identified between opportunity to repeat with less stress at home (rho (32) = 0.61, p = 0.000), while moderate negative correlations were found between opportunity to repeat and anxiety levels related to recording (rho (32) = -0.60, p = 0.000), opportunity to repeat and anxiety related to demonstration at home (rho (32) = -0.53, p = 0.002) and concern about recording and opportunity to repeat (rho (32) = -0.49, p = 0.004).
Student success using remote assessment strategies during the Spring 2020 semester was similar to the success rate using traditional skill assessment methods in Fall 2019. Although the need for prompt feedback was identified as an area of improvement to promote deliberate practice, student video recording of skill proficiency was a viable solution for comprehensive remote assessment during the COVID-19 pandemic and campus closure. Although further study is recommended, findings have international implications for virtual teaching and learning in nursing education.
本研究旨在确定使用技能能力评估的自我视频记录是否会促进护理技能的刻意练习、临床技能熟练程度、限制虚拟高风险测试焦虑，并在全球新冠疫情期间促进本科护理专业大一学生的进步。
在2020年春季学期进行了一项横断面研究，使用课程结束时调查中自我报告的学生数据。
向所有参加基础护理技能课程的本科护理专业大一学生提供了一份由教师设计的包含16个项目的调查问卷，内容涉及学生对批判性思维、准备情况、材料可用性、练习、视频记录技能演示、与虚拟测试环境相关的自我报告焦虑水平以及技能评估考试类型的看法。
大约一半的队列（N = 33）自愿回复了教师设计的调查问卷。在测试的“每个版本的充分信息”和“充分的准备时间”之间观察到最大的相关性（rho(32) = 0.729，p = 0.000）。尽管54.6%（n = 18）的受访者认为在家庭环境中进行演示使他们对任务“思考得更深入”，但78.8%（n = 26）报告称与之前在实验室进行演示时相比，焦虑感有所减轻。通过Wilcoxon检验检查了在校园进行演示的焦虑结果和在家进行演示的焦虑结果，发现存在显著差异（p = 0.000，95% CI），表明在家环境中进行演示时焦虑水平显著降低。在家中以较小压力重复演示的机会之间存在中等程度的正相关（rho(32) = 0.61，p = 0.000），而在重复演示的机会与与录制相关的焦虑水平之间（rho(32) = -0.60，p = 0.000）、重复演示的机会与在家中演示相关的焦虑之间（rho(32) = -0.53，p = 0.002）以及对录制的担忧与重复演示的机会之间（rho(32) = -0.49，p = 0.004）发现了中等程度的负相关。
2020年春季学期使用远程评估策略的学生成功率与2019年秋季使用传统技能评估方法的成功率相似。尽管及时反馈的需求被确定为促进刻意练习的一个改进领域，但学生技能熟练程度的视频记录是新冠疫情期间校园关闭时进行全面远程评估的可行解决方案。尽管建议进一步研究，但研究结果对护理教育中的虚拟教学和学习具有国际影响。
