Integrating lecture capture as a teaching strategy to improve student presentation skills through self-assessment

2011 ◽  
Vol 12 (3) ◽  
pp. 151-162 ◽  
Author(s):  
Charlene M. Smith ◽  
Todd M. Sodano
Keyword(s):  
Nursing Students ◽  
Teaching Strategy ◽  
Oral Communication ◽  
The Self ◽  
Net Generation ◽  
Self Assessment ◽  
Lecture Capture ◽  
Self Regulated Learning ◽  
Self Perceptions ◽  
Self Confidence

As digital natives from the ‘wired’ Net Generation permeate today’s classrooms, and educators adapt to students’ digital expectations, exploring the pedagogical use of educational technology is essential for today’s faculty. Student competency in oral communication and presentation skills transcends disciplines in higher education, as does the need for students to self-assess their performance for self-regulated learning. This study compared the self-perceptions of undergraduate communication/journalism and nursing students who used lecture capture technology for critiquing and analyzing their presentation skills with self-perceptions of students who did not use lecture capture technology. Findings revealed students in both groups lacked self-confidence and competence in presentation skills. Of significance, students using lecture capture technology were more likely to apply what they learned from the self-assessment when developing future presentations. It is suggested that faculty focus on presentation skill delivery, in addition to presentation content, to assist students in developing presentation competencies.

scholarly journals Eficácia da simulação na autoconfiança de estudantes de enfermagem para ressuscitação cardiopulmonar extra-hospitalar: um estudo quase experimental

2019 ◽  
Vol 29 (1) ◽  
pp. 32694 ◽  
Author(s):  
Genesis Souza Barbosa ◽  
Caio Guilherme Silva Bias ◽  
Lorene Soares Agostinho ◽  
Luciana Maria Capurro de Queiroz Oberg ◽  
Rafael Oliveira Pitta Lopes ◽  
...  
Keyword(s):  
Nursing Students ◽  
Cardiopulmonary Resuscitation ◽  
Undergraduate Students ◽  
The Self ◽  
Significance Level ◽  
Self Confidence ◽  
Intervention Protocol ◽  
Before And After ◽  
Quasi Experimental ◽  
Confidence Scale

AIMS: To verify the effectiveness of the simulation in the self-confidence of nursing students for extra-hospital cardiopulmonary resuscitation. METHODS: A quasi-experimental, before and after, single-group study, was performed with nursing undergraduate students. The sample was recruited among university students who were in the second or third year of graduation and accepted to participate in the research. The intervention protocol consisted of individual participation in a emergency simulated clinical scenario. The simulated scenario adopted consisted of cardiopulmonary resuscitation in extra-hospital cardiorespiratory arrest, using the Mini Anne Plus® low fidelity manikin. In addition to the sociodemographic variables, students' self-confidence for emergency action was analyzed, evaluated by the Self-Confidence Scale, before and after each simulation. Marginal and homogeneous Wilcoxon homogeneity tests were applied, and the accepted significance level was 5%.RESULTS: Thirteen two undergraduate students in nursing between the ages of 18 and 38 participated in the study. Statistically significant differences (p < 0.001) were observed in the answers of all the questions of the Self-confidence Scale when compared before and after the simulation. There was also a statistically significant increase (p < 0.001) in cardiological, respiratory and neurological scores after simulation.CONCLUSIONS: The simulation proved to be an effective educational strategy in increasing the self-confidence of nursing students to perform extra-hospital cardiopulmonary resuscitation.

scholarly journals PROFESIONALITAS DAN PERSONALITAS GURU KRISTEN: PENGEMBANGAN SUMBER DAYA MANUSIA BERKARAKTER DAN KOMPETEN MENUJU INDONESIA UNGGUL

2020 ◽  
Vol 3 (1) ◽  
pp. 16-26
Author(s):  
Nurasyah Dewi Napitupulu
Keyword(s):  
Learning Outcomes ◽  
Common Sense ◽  
High Performance ◽  
The Self ◽  
Self Concept ◽  
Self Assessment ◽  
Psychological Characteristic ◽  
Self Confidence ◽  
Christian Teachers ◽  
Educational Professional

Many studies assume that the professionalism of teachers is influenced by his personality. Personality is a psychological characteristic that contributes to learning outcomes and academic achievement. However, research that proves this assumption is limited in the domain of Christian teachers as part of teachers inIndonesia. This study aims to analyze the correlation between teachers’ personality and professionalism obtained through questionnaires and interviews. The analysis was carried out on 16 Christian teachers participated who were attending the Postgraduate Program in "Educational Professional Development" instruction. The results of the correlation test using the SPSS Version 21 program showed that Sig. (2-tailed) = 0.042 <0.05. It concluded that there is a positive correlation between the personality and professionalism of Christian teachers. Qualitative analysis is discovered that the teachers' personality is in the criteria of good and very good, as well as their professionality. The lowest percentage of personality is on the positive self-concept indicator (62.9%) with good criteria, whereas professionality is on the self-confidence indicator (64.5%) with good criteria. The results of interviews as the self-assessment be discovered that Christian teachers with high performance are 18.75%; the adjusted teachers are 43.75%; the teachers hopeless are 43.75%, and not giving answering by 25%. It was concluded that assumptions about teachers’ personality and professionalism have a proven correlation for Christian teachers participated. Therefore, to improve professionalism as an Indonesian teachers’ competence, it has to develop the personality of Christian teachers sustainable. The personality of the Christian teachers is an entity of Christ's character and professionalism is the existence of ability, attitude, and skills based on common sense. The researcher argues that toward a superior Indonesia is marked by teachers who excel in professionalism and personality.

scholarly journals Self-confidence for emergency intervention: adaptation and cultural validation of the Self-confidence Scale in nursing students

2014 ◽  
Vol 22 (4) ◽  
pp. 554-561 ◽  
Author(s):  
José Carlos Amado Martins ◽  
Rui Carlos Negrão Baptista ◽  
Verónica Rita Dias Coutinho ◽  
Alessandra Mazzo ◽  
Manuel Alves Rodrigues ◽  
...  
Keyword(s):  
Nursing Students ◽  
Global Scale ◽  
The Self ◽  
Future Research ◽  
Intervention Adaptation ◽  
Self Confidence ◽  
Back Translation ◽  
Different Dimensions ◽  
Diploma Program ◽  
Confidence Scale

Objective: develop the cultural adaptation and validation of a Portuguese version of the Self-confidence Scale.Method: descriptive and exploratory methodological research for the adaptation and validation of a measuring instrument. The translation, synthesis, back-translation, revision, pretest and semantic evaluation phases were accomplished. The evaluation involving 178 students from a Teaching Diploma Program in Nursing. The ethical principles were complied with.Results: the internal consistency analysis of the scale reveals good Alpha coefficients (0.92 for the global scale and superior to 0.83 for the different dimensions). The factor analysis presents a three-factor solution with rational meaning.Conclusion: The scale is easy to answer and understand. Based on the obtained results, it can be affirmed that the scale reveals good psychometric properties, with great potential to be used in future research.

Three Empathy Measures as Correlates of Test and Rating Criteria

1963 ◽  
Vol 12 (3) ◽  
pp. 803-809 ◽  
Author(s):  
Albert D. Smouse ◽  
Morris Aderman ◽  
Charles van Buskirk
Keyword(s):  
Nursing Students ◽  
Predictive Accuracy ◽  
The Self ◽  
Objective Measures ◽  
Relative Power ◽  
Self Assessment ◽  
Relevant Item ◽  
Empathic Ability ◽  
Preliminary Research ◽  
Rating Criteria

In order to compare subjective, projective and objective measures of empathy both directly and as to relative power in predicting various group criteria, three empathy measures were obtained from 119 senior and 110 junior nursing students. Measures were ranks of a positive empathy-relevant item among other self values and of a negative empathy-relevant item among self faults, an Incomplete Sentence Test, and the Diplomacy Test of Empathic Ability. Criteria were achievement tests and ratings of individual performances in various areas. Preliminary research and the results suggest three conclusions. (1) As indicated by the generally low correlations among the empathy measures, the indices of empathy are not measuring the same thing. This may be explained by viewing empathy as consisting of several components, with each measure of empathy focusing more or less on one component. (2) Providing the empathy-relevant value and fault statements used in this study were opposites, the self-assessment of empathy within a framework of self values is not significantly related to the self-assessment of empathy when stated negatively and viewed within a framework of self faults. (3) Empathy as measured has limited value in predicting nursing criteria irrespective of whether the measures are used singly or in combination. Except for two of the nursing criteria, very little predictive accuracy is gained by using more than one empathy measure.

scholarly journals The Impact of Self-assessment and Peer-assessment in Writing on the Self-regulated Learning of Iranian EFL Students

2017 ◽  
Vol 8 (2) ◽  
pp. 1
Author(s):  
Jalil Fathi ◽  
Leila Mohammad Yousefi ◽  
Mehrnoosh Sedighravesh
Keyword(s):  
Alternative Assessment ◽  
Peer Assessment ◽  
Self Regulation ◽  
The Self ◽  
Control Group ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Efl Students ◽  
The Impact

Like other types of assessment subscribing to edumetrics as a reaction against traditional psychometrics paradigm, self-assessment and peer-assessment have enjoyed much popularity among various types of alternative assessment. Additionally, alternative assessments, especially self- and peer-assessments have been the focal point of departure as far as L2 writing has been concerned. Furthermore, self-regulation as a burgeoning area of research in L2 learning refers to the degree to which language learners can regulate aspects of their thinking, motivation and behavior during learning. Given the significance of both assessment and self-regulated learning in ELT, the present paper investigated the effect of the implementation of self-assessment and peer-assessment in a writing course on the self-regulated learning of a sample of Iranian EFL students. In so doing, sixty three English major Iranian students who were the students of three intact classes at Islamic Azad University participated in this study. One of the classes was regarded as the self-assessment group, the other group was assigned to peer-assessment group and the third class served as the control group of the study. The ANCOVA analyses of the self-regulation scale scores for the control and experimental groups revealed that both self-assessment and peer-assessment practices had a positive impact on the self-regulated learning of the participants. The results will have theoretical and pedagogical implications for Iranian English language education.

scholarly journals Evaluation of Effectiveness of Digital Technologies During Anatomy Learning in Nursing School

2020 ◽  
Vol 10 (7) ◽  
pp. 2357
Author(s):  
Serena Bianchi ◽  
Sara Bernardi ◽  
Enrico Perilli ◽  
Claudia Cipollone ◽  
Jasmine Di Biasi ◽  
...  
Keyword(s):  
Nursing Students ◽  
Digital Technologies ◽  
Nursing School ◽  
The Self ◽  
Teaching Approach ◽  
Learning Performance ◽  
First Year ◽  
Exam Score ◽  
Self Confidence ◽  
Nursing Course

The disciplines of biosciences included in the curricula of a nursing degree represent a daunting but crucial type of knowledge that a well-prepared nurse should acquire. Given the importance and the objective difficulties of these courses, nursing students experience anxiety, especially for the anatomy course. This anxiety and the related rate of exam failures lead professors to analyze their teaching approach, by diversifying the lecturing methods. The aim of our study was to test the use of a virtual dissection table (DT) during the anatomy lectures of a nursing course, evaluating the anxiety level before the exam and evaluating the exam score. The feedback of the evaluated student population was positive overall. The integration of the DT in anatomy lectures improved the learning performance and mostly enhanced the self-confidence of the first year nursing students.

scholarly journals Constructing an Experiential Education Model in Undergraduate Radiology Education by the Utilization of the Picture Archiving and Communication System (PACS)

2019 ◽  
Author(s):  
Yingqian Chen ◽  
Keguo Zheng ◽  
Shanshan Ye ◽  
Jifei Wang ◽  
Ling Xu ◽  
...  
Keyword(s):  
Experiential Education ◽  
Communication System ◽  
The Self ◽  
Control Group ◽  
Self Assessment ◽  
Radiology Education ◽  
Self Confidence ◽  
Picture Archiving And Communication ◽  
Experimental Group ◽  
Assessment Questionnaire

Abstract Background Medical education in China is in a transitional period, from passive learning models to experiential education. We developed an experiential education method for radiology education. The aim of this study is to evaluate the effect of this method on undergraduate radiology education. Method With the help of the picture archiving and communication system (PACS) and RadiAnt DICOM Viewer, we developed an experiential education method that simulates similar working conditions for undergraduate medical students to formulate radiology diagnosis similar to clinical radiologists. A total of 101 students were allocated into either the experimental group or the control group. The final examination scores and a 5-point Likert scale self-assessment questionnaire of radiologic skills were collected from all the students as an objective assessment and a subjective assessment respectively. A questionnaire was also used to assess the satisfaction with the experiential model in the experimental group. Mann-Whitney U test was used to compare the ranked data, and t-tests were used to compare the numeric data. Results The experimental group demonstrated significantly higher scores (7.4±1.3) compared to the control group (6.7±1.5, p <0.05) in the question type “description and diagnosis”. The self-assessment questionnaire indicated that the experiential education was related to increased familiarity with the diagnosis thinking principle and the sequences and reconstruction methods of computer tomography (CT) imaging, which also strengthen participants’ self-confidence to perform future clinical work (p <0.05). The self-assessment questionnaire in the experimental group showed that the majority of students were satisfied with the organization (82.5%), interactivity (85%) and quality (85%) of the learning activity. Most students found this model of learning to be helpful for studying radiology (85%) and for understanding anatomy (90%). Conclusion Compared with the traditional radiology education approach, the experiential education method showed greater efficacy in improving students’ analysis and diagnostic skills and their self-confidence.

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