Student-generated online videos to develop cross-curricular and curricular competencies in Nursing Studies.
In response to the necessity of implementing innovative strategies and new teaching methodologies for the design of University degrees curricula according to the new educational model put forward by the European Space of Higher Education, we launched a pilot project in the Department of Nursing Stud...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2013 |
| País: | España |
| Institución: | Universidad del País Vasco |
| Repositorio: | Addi. Archivo Digital para la Docencia y la Investigación |
| OAI Identifier: | oai:addi.ehu.eus:10810/65219 |
| Acceso en línea: | http://hdl.handle.net/10810/65219 |
| Access Level: | acceso abierto |
| Palabra clave: | nursing education multimedia video making cross-curricular competency self-assessment peer-assessment |
| Sumario: | In response to the necessity of implementing innovative strategies and new teaching methodologies for the design of University degrees curricula according to the new educational model put forward by the European Space of Higher Education, we launched a pilot project in the Department of Nursing Studies of a university of the north of Spain based on the use of three technological tools (Power point, OpenMeetings and Babelium). Nursing students (n = 29) were asked to create video recorded oral presentations about different techniques of diagnosis in medical imaging that were peer-, self- and teacher assessed. Self-report questionnaires were used to assess the effectiveness of the experiment and Kappa statistic analysis was used to determine the suitability of the assessment method. The results of the study showed that working with self and peer recorded videos proves to be a better didactic method to develop both cross-curricular competencies (intrapersonal, interpersonal and instrumental) and curricular specific competencies (in this case, knowledge about different techniques of diagnosis in medical imaging) than traditional methodologies. The data also suggest that there is an acceptable correspondence between self-, peer- and hetero-assessment. |
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