The effect of the perception of gender levels of the nursing students on their autonomy and professional attitudes in Turkey

Characteristics of the nursing profession include educational standards, professional organizations, commitment, autonomy, continuing education, body of knowledge and competencies, social value, and a code of ethics. This study was carried out with the aim of determining the professional attitudes of nursing students in Turkey. It was a descriptive study. This study was conducted in 25 nursing schools that provide graduate level nursing education in Turkey.<strong> </strong>The sample of the study included 1412 final year nursing students who were selected by random sampling from nursing schools offering education at bachelor level. Data was collected using a questionnaire, which included demographic characteristics of students and an Inventory to Measure Professional Attitudes in Student Nurses (IPASN). The mean score of IPASN was 4.1 ± 0.5 and the areas the highest mean scores were for autonomy, competence and continuous education whilst lowest ones were for cooperation, contribution to scientific knowledge, and participating in professional organizations. In conclusion, the overall mean scores of professional attitudes for nursing students were found to be satisfying and some recommendations were made to improve subgroups scores.

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Impact of video annotation on undergraduate nursing students’ communication performance and commenting behaviour during an online peer-assessment activity

Australasian Journal of Educational Technology ◽

10.14742/ajet.4341 ◽

2019 ◽

pp. 71-88

Author(s):

Chin-Yuan Lai ◽

Li-Ju Chen ◽

Yung-Chin Yen ◽

Kai-Yin Lin

Keyword(s):

Nursing Students ◽

Communication Skills ◽

Peer Assessment ◽

Video Annotation ◽

Control Group ◽

Annotation Tool ◽

Communication Performance ◽

Professional Attitudes ◽

Online Peer Assessment ◽

Assessment Activities

This article reports on the implementation of a web-based video-annotation system that supports online peer-assessment activities in a nursing communication training scenario. A quasi-experimental design was applied to investigate the effects of using video annotation on communication skills and professional attitudes. The participants were fourth-year students from two classes at a nursing college in Taiwan. One class of 50 students served as the experimental group, who used the video-annotation tool we designed to add their comments to videos. The other class of 50 students served as the control group and used YouTube to add comments. Although YouTube also provides video-annotation features, these are not often used. Two rounds of peer-assessment activities indicated that the video-annotation tool notably enhanced nursing students’ communication performance. Specifically, the tool was helpful in promoting students’ development of communication skills, but not their professional attitudes. The students using the video-annotation tool provided more suggestions in their peer comments than those who did not use it. Moreover, video annotation resulted in closer agreement between peer and expert ratings of students’ communication. The use of a video-annotation feature could improve the effectiveness of online peer assessment and thus promote student performance.

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