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Video supported performance feedback to nursing students after simulated practice events

Video supported performance feedback to nursing students after simulated practice events
Video supported performance feedback to nursing students after simulated practice events
Within the field of health care education, simulation is used increasingly to provide students with opportunities to develop their clinical skills (Alnier, 2006), often occurring in specially designed facilities with audio-video capture of student performance. The video capture enables analysis and assessment of student performance and or competence, the analysis of events (DiGiacomo et al, 1997), processes (Ram et al, 1999), and Objective Clinical Examinations (Humphris and Kaney, 2000 ; Vivekananda-Scmidt et al, 2007). However, from the student perspective, one of the most important components of simulation is the quality of the feedback on their performance. Practical considerations limit the potential use of video in debriefing students immediately after simulation. It may only be possible to video replay the whole simulation or skip to segments of interest,requiring the facilitator to have a near perfect memory of events. This paper outlines the design and development of a software solution to the practical challenges encountered when trying to give video captured feedback immediately after student performance. The tool, developed using Semantic Web technologies (Berners-Lee et al., 2001), allows educationalists to annotate video in real time for rapid editing and playback by clicking on areas of interest, annotating with text, and ‘bookmarking’. This initial work is informing our approach to the future iterative processes required for refinement of annotation, and other potential applications including analysis of teaching methods. The development illustrates the importance of co-design and collaboration between computer scientists and educational users of technology.
Monger, Eloise
64af44be-23b6-412a-971b-feaea52a13ae
Weal, Mark J.
e8fd30a6-c060-41c5-b388-ca52c81032a4
Gobbi, Mary
796bb394-3fe5-4e8c-8ca9-b4a7e086e83a
Michaelides, Danius
a6df5175-d71a-4cd4-befc-26c48235fb92
Shepherd, Matthew
45fd2207-92bd-4039-ad7c-417bfb124bd9
Wilson, Matthew
cd87e56f-7b43-4fc9-9842-16242c2febdd
Barnard, Thomas
6e434c6b-7df9-4c2d-a9c3-3a95a8df9044
Monger, Eloise
64af44be-23b6-412a-971b-feaea52a13ae
Weal, Mark J.
e8fd30a6-c060-41c5-b388-ca52c81032a4
Gobbi, Mary
796bb394-3fe5-4e8c-8ca9-b4a7e086e83a
Michaelides, Danius
a6df5175-d71a-4cd4-befc-26c48235fb92
Shepherd, Matthew
45fd2207-92bd-4039-ad7c-417bfb124bd9
Wilson, Matthew
cd87e56f-7b43-4fc9-9842-16242c2febdd
Barnard, Thomas
6e434c6b-7df9-4c2d-a9c3-3a95a8df9044

Monger, Eloise, Weal, Mark J., Gobbi, Mary, Michaelides, Danius, Shepherd, Matthew, Wilson, Matthew and Barnard, Thomas (2008) Video supported performance feedback to nursing students after simulated practice events. DIVERSE 2008, Netherlands. 30 Jun - 02 Jul 2008. 2 pp .

Record type: Conference or Workshop Item (Paper)

Abstract

Within the field of health care education, simulation is used increasingly to provide students with opportunities to develop their clinical skills (Alnier, 2006), often occurring in specially designed facilities with audio-video capture of student performance. The video capture enables analysis and assessment of student performance and or competence, the analysis of events (DiGiacomo et al, 1997), processes (Ram et al, 1999), and Objective Clinical Examinations (Humphris and Kaney, 2000 ; Vivekananda-Scmidt et al, 2007). However, from the student perspective, one of the most important components of simulation is the quality of the feedback on their performance. Practical considerations limit the potential use of video in debriefing students immediately after simulation. It may only be possible to video replay the whole simulation or skip to segments of interest,requiring the facilitator to have a near perfect memory of events. This paper outlines the design and development of a software solution to the practical challenges encountered when trying to give video captured feedback immediately after student performance. The tool, developed using Semantic Web technologies (Berners-Lee et al., 2001), allows educationalists to annotate video in real time for rapid editing and playback by clicking on areas of interest, annotating with text, and ‘bookmarking’. This initial work is informing our approach to the future iterative processes required for refinement of annotation, and other potential applications including analysis of teaching methods. The development illustrates the importance of co-design and collaboration between computer scientists and educational users of technology.

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More information

Published date: July 2008
Venue - Dates: DIVERSE 2008, Netherlands, 2008-06-30 - 2008-07-02
Organisations: Electronics & Computer Science, Health Sciences

Identifiers

Local EPrints ID: 72382
URI: http://eprints.soton.ac.uk/id/eprint/72382
PURE UUID: 11301dc1-8a03-4b3f-951b-6d701d563c31
ORCID for Mark J. Weal: ORCID iD orcid.org/0000-0001-6251-8786

Catalogue record

Date deposited: 11 Feb 2010
Last modified: 30 Jan 2020 01:26

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Contributors

Author: Eloise Monger
Author: Mark J. Weal ORCID iD
Author: Mary Gobbi
Author: Danius Michaelides
Author: Matthew Shepherd
Author: Matthew Wilson
Author: Thomas Barnard

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