Nursing students’ video-based self-assessment in learning practical skills in simulation laboratory

Uvod: Strokovnjaki iz kliničnih okolij ugotavljajo, da današnji diplomanti zdravstvene nege ob zaključku šolanja niso dovolj usposobljeni za prevzem odgovornosti poklica diplomirane medicinske sestre/zdravstvenika. Hkrati je pri študentih zdravstvene nege opaziti nizko stopnjo motiviranosti in pasiven odnos do učenja negovalnih intervencij v simuliranem okolju, kar neugodno vpliva na njihovo praktično usposobljenost. Namen naloge je bil ugotoviti, ali metoda samoocenjevanja s pomočjo video posnetkov kot oblika poučevanja izboljša učne rezultate pri učenju vakuumskega odvzema venozne krvi pri odraslem pacientu. Metode: Raziskava je potekala med študenti 1. letnika zdravstvene nege. Vključenih je bilo 28 študentov, od tega 14 v primerjalno in 14 v poskusno skupino. Obe skupini sta se negovalne intervencije učili s pomočjo demonstracije in vaje. Preverjanja znanja s povratno informacijo o uspešnosti izvajanja so bili študentje deležni dvakrat - v primerjalni skupini s pomočjo opomnika, v poskusni pa dodatno še z gledanjem posnetka lastnega izvajanja. Dosežene povprečne ocene so bile merilo za napredek v znanju. Rezultati: Poskusna skupina je na lestvici od 1,00 do 3,00 pri drugem preverjanju znanja dosegla višje povprečne ocene v predpripravi (1,67), v zaključnem delu intervencije (1,48) in za izvajanje celotne intervencije (1,79) glede na primerjalno skupino (1,431,471,75). Primerjalna je bila boljša v pripravi materiala (1,98) in v neposredni izvedbi intervencije (2,12) glede na poskusno (1,882,11). Poskusna je ocene dvignila bolj oz. jih je za manj poslabšala od primerjalne v treh od štirih sklopov in v celotni izvedbi intervencije. Primerjalna je glede na poskusno imela za 9,6% več korakov, ki so bili oba dneva pozitivno ocenjeni, poskusna pa je v izvajanju celotne intervencije dosegla višji odstotek bolje (46%) in nižji odstotek slabše (19,1%) izvedenih korakov glede na primerjalno (33,3% in 22,2%). Izvajanje so študentje izboljšali predvsem v korakih, ki se nanašajo neposredno na akt odvzema venozne krvi pri odraslem in so izvedljivi na modelu roke kot simulatorju delnih nalog. Zaključek: Poskusna skupina je dosegla relativno boljše učne rezultate glede na primerjalno skupino, čeprav brez statistično pomembnih razlik. Vpliv metode samoocenjevanja s pomočjo video posnetkov na praktično usposobljenost študentov bi bilo potrebno raziskati pri vseh negovalnih intervencijah, ki se jih študentje zdravstvene nege učijo. Ocenjevalno orodje bi bilo potrebo prilagoditi možnostim učnega okolja.Introduction: Professionals in the clinical backgrounds recognize that today\u27s nursing graduates on completion of their education at the university level are not sufficiently trained to take over the responsibility of the profession graduate nurses. At the same time a low level of motivation and a passive attitude towards learning nursing care interventions in a simulated environment with the nursing students is noticed which has a negative impact on student’s practical knowledge. Purpose: The aim of our study was to determine whether video-based self-assessment method as one of the alternatives of teaching, improves the learning outcomes at the vacuum blood collection procedure in an adult patient. Methods: A research was conducted among first year nursing students at the College of Health Care Izola. There was 28 students involved, 14 of the control and 14 in the experimental group. Both groups were taught the traditional way with a demonstration of nursing intervention, followed by a practice. Feedback on the performance of the students was given twice - in the control group with using the checklist, in the experimental group also by watching video of their own performance. Measure of student progress was the achieved average grades. Results: Experimental group on scale which measures results from 1,00 to 3,00 has received better marks at second evaluation in part that was evaluating pre-preparation for the procedure (1,67), also in concluding part of the intervention (1,48) and at overall evaluation of performing the intervention (1,79) compared to the control group (1,431,471,75). Control group was better in the preparation of material for the procedure (1,98) in performing intervention per see (2,12) considering the experimental group (1,882,11). Experimental group has improved their grades (or has not worsen them) based on first evaluation in three of the four parts of the whole intervention. Control group comparing to experimental group had for 9,6% more steps which were graded as positive in both days, however experimental group has at overall evaluation of performing the intervention achieved better percentage (46%) and lower percentage worse performed steps (19,1%) based on control group. (33,3% in 22,2%). Performance was improved mostly in those steps which are directly based on procedure of vacuum blood collection in an adult patient and are easy to perform on a hand simulator. Conclusion: The experimental group has achieved relatively better learning results than the control group, but with no statistical significance. The effect of video-based self-assessment method on the learning outcomes needs to be explored at all nursing care interventions which are learned by nursing students. Assessment tools needs to be adjusted based on the learning environment