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Nursing Students on Cloud 9:
Engaging Students in Their
Assessments
Dr. Monique Dalziel RN, RM, PhD.,
Christine Dunn RN, M...
What?
 60 Year 1 Bachelor of Nursing (BN)
Learners.
 Interpersonal Relationships – Therapeutic
Communications.
 Learner...
What?
The Aims:
1. To demonstrate appropriate & professional
communication skills.
2. To highlight strengths and areas for...
What?
Each learner participated in a 5 - 6
minute simulated interview with an
actor, to demonstrate appropriate and
profes...
So What?
Due to:
 Limited available videoing equipment.
 A need to engage students in their
assessments.
 A requisite t...
So What?
 A decision was made to record the
simulated interview on an iPad.
 The interviews were recorded on an iPad
and...
Now What?
 Research shows that there are over 2,500 apps
available for iPhones and iPads. 300 of these
are directly label...
Now What?
 Mobile technologies allow learners the
opportunity to enhance learning away from the
traditional classroom set...
Findings
Learners responses:
“A great way to reflect on my body language
during the interview”
“ It provided me with good ...
Challenges
 Slow Wi-Fi connection = slow upload
 Assumption that the generation of the students
would be technologically...
Questions
Thank you
Monique.Dalziel@nmit.ac.nz
Chris.Dunn@nmit.ac.nz
Belma.Gaukrodger@nmit.ac.nz
References
Hansen, M. M. (2011). Are nursing students’ clinical skills competency
and self-confidence levels improved via ...
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NTLT 2013 - Monique Dalziel - Nursing Students on Cloud 9: Engaging Students in Their Assessments

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Nursing Students on Cloud 9: Engaging Students in Their Assessments

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NTLT 2013 - Monique Dalziel - Nursing Students on Cloud 9: Engaging Students in Their Assessments

  1. 1. Nursing Students on Cloud 9: Engaging Students in Their Assessments Dr. Monique Dalziel RN, RM, PhD., Christine Dunn RN, MScN., & Belma Gaukrodger (Education Technologist).
  2. 2. What?  60 Year 1 Bachelor of Nursing (BN) Learners.  Interpersonal Relationships – Therapeutic Communications.  Learners were to apply principles of effective communication to therapeutic relationships.
  3. 3. What? The Aims: 1. To demonstrate appropriate & professional communication skills. 2. To highlight strengths and areas for further development by reflection on the communication skills demonstrated in the interview.
  4. 4. What? Each learner participated in a 5 - 6 minute simulated interview with an actor, to demonstrate appropriate and professional communication skills.
  5. 5. So What? Due to:  Limited available videoing equipment.  A need to engage students in their assessments.  A requisite to make learning fun and interactive.  An aspiration to embrace a new technology...
  6. 6. So What?  A decision was made to record the simulated interview on an iPad.  The interviews were recorded on an iPad and saved onto a YouTube channel.  Learners reviewed their recorded interview, and reflected on the process.
  7. 7. Now What?  Research shows that there are over 2,500 apps available for iPhones and iPads. 300 of these are directly labelled for nursing (Skiba, 2010, p. 319).  Since iPads are making their way into the health care arena, we are preparing our future generation of learners to meet the demands of the 21st century.
  8. 8. Now What?  Mobile technologies allow learners the opportunity to enhance learning away from the traditional classroom setting.  Technological devices encourage a student centred approach to learning.  Engaging with technology supports the necessary attainment of information technology competencies that will be required for their future role as registered nurses (Hansen, 2011).
  9. 9. Findings Learners responses: “A great way to reflect on my body language during the interview” “ It provided me with good insight into communicating with strangers” “I learnt how to create an iCloud” “I felt like I had control over my learning” “I could see the skills I did well, and the ones I could improve on” “It felt like a real interview”
  10. 10. Challenges  Slow Wi-Fi connection = slow upload  Assumption that the generation of the students would be technologically savvy.  Time constraints – needed more hands on experience with the technology prior to the interviews.  Size and location of the media classroom ~ small, noisy, hot & stuffy.  Limited size of the iPad screen.
  11. 11. Questions
  12. 12. Thank you Monique.Dalziel@nmit.ac.nz Chris.Dunn@nmit.ac.nz Belma.Gaukrodger@nmit.ac.nz
  13. 13. References Hansen, M. M. (2011). Are nursing students’ clinical skills competency and self-confidence levels improved via video iPods? A randomized controlled pilot study. Journal of Nursing Education and Practice, 1(1), 32-41. Skiba, D. J. (2010). Back to school: What’s in your students’ backpacks? Nursing Education Perspectives, 31(5), 318-320. Stein- Parbury, J. (2009). Patient & Person: Interpersonal skills in nursing (4th Ed.). Sydney, New South Wales, Australia: Churchill Livingstone. Usher, K., & Holmes, C. (2006). Reflective practice: What, why and how. In J. Daly, S. Speedy & D. Jackson (Eds.), Contexts of nursing (3rd ed., pp. 111-126). Marrickville, New South Wales, Australia: Elsevier.

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