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Critique Contemporary Practice Measurement Methods: Video Recording & 360-degree Multisource Feedback (360/MSF) Toni Morris, RN NUGR 550 11.9.11.

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Presentation on theme: "Critique Contemporary Practice Measurement Methods: Video Recording & 360-degree Multisource Feedback (360/MSF) Toni Morris, RN NUGR 550 11.9.11."— Presentation transcript:

1 Critique Contemporary Practice Measurement Methods: Video Recording & 360-degree Multisource Feedback (360/MSF) Toni Morris, RN NUGR

2 Video Recording Safe, controlled environment for students to learn Good practice & critique of practice helps enhance nursing skills Practice to meet clinical goals Meet student learning needs Opportunity for self-evaluation Enhances self-awareness Self-directed learning Self reflection can improve Motivation Competency Internalization of information Yoo, Yoo & Lee (2010)

3 360/MSF Complete picture of a subjects performance: Multipoint rating scale or behavior anchor scale Anonymous perspectives (7-12) Hierarchically above same level Organizational culture is critical to implementation: Openness Mutual trust Honesty Investment in performance improvement Primary function of model: MSF ratings Quality Feedback Action Plan Improved performance

4 Cognitive Domain Cognitive Domain Retrieved from MSFVideo

5 Knowledge Level/Communication Skills Encourage development of communication skills Reflection Analysis External peer review Self-awareness Increase the competency of clinical skills Self-directed & active learning Safe & controlled learning environment Attitude related factors Motivation Self-efficacy Identify weaknesses in: Communication Teamwork Motivation Thus plan for development in the above mentioned areas Video Recording 360/MSF

6 Formative & Summative Utility formative prior to summative Peer/instructor review Encouraging & Supporting Role model best practice Improve practice by evaluating recording Reflect, practice and change behavior Purpose needs to be identified in advance Precise feedback Compare ratings Plan improvements Move toward career goals Promotion & Pay Raise Supervisory decisions Develop an action plan Video Recording 360/MSF

7 Validity & Reliability Cameron & McMillan (2006) Behavior & peer review Practical, feasible & increased morale Yoo, Yoo & Lee (2010) Experimental group Carbine et al. (2000) 1969 – ER medicine 1988 – critique sessions Brimble (2008) Valuable method Report Forms: Clear Understandable Meaningful Measurement & validity challenges for data sampling Increased potential for bias Consistently documented in literature & across varied disciplines (Buccieri et al, 2011, p. 29) Video Recording360/MSF

8 Pros & Cons Reflective tool Direct, immediate and accessible feedback Increases the likelihood of competency Actively construct applicable knowledge Not suitable for all Nervousness Fear of making mistakes - effect on performance Adaptable to: Clinical Academic Offers greater objectivity Concerns: Standardized administration Processing Interpretation Feedback Barriers: Hospital climate/culture Success – directly r/t training Video Recording 360/MSF

9 Educational Effect Motivation & competency Self reflection on action Internalize strengths, weaknesses & mistakes Retain information Active learning stimulates higher cognitive processes Enhance professional growth Promotes dialogue & shared learning Specific behaviors needing attention Feedback: Facilitator Employee reflection Detect poor performers early risk students Identify, set goals and develop plan for improvement Video Recording 360/MSF

10 Feasibility & Efficiency Cameron & McMillan (2006) Small group analysis Most effective strategy Yoo, Yoo & Lee (2010) Low cost Flexible in time & place Carbine et al. (2000) Simple to use low cost Usefulness & feasibility confirmed via field- testing (Heseketh et al., 2005) Effective tool Peers Subordinates External constituents should be implemented only after a close scrutiny of their purposes, conducted with proper planning, implementation & evaluation ( Kuzmits et al., 2004) Video Recording 360/MSF

11 Acceptability First reported use in ER medicine in 1969 (Carbine et al., 2000) Widely used in Australian schools of nursing (Brimble, 2008) All respondents indicated the method was valuable (Minardi & Ritter, 1999) Reflective practice has been widely utilized for decades (Harford et al., 2010) Utilized in management & industry for over 50 years, in clinical medicine for the past 10 years (Berk, 2009) Est. > 90% Fortune 1000 firms utilize to evaluate employees (Kuzmits et al., 2004) Key themes: Multiple evaluators Broad spectrum Formal mentor training Video Recording 360/MSF

12 Generalizability Training clinical skills for nursing students (Yoo, Yoo & Lee, 2010, p. 404) Brimble (2008) suggests collaboration with other professions creating inter-professional teaching Valuable tool: (Carbine et al., 2000, p. 658) Quality Analysis Education Assessing new approaches Holmboe & Hawkins (2008): Ideal to evaluated skills: Communication Professionalism Teamwork Info can be aggregated across individuals to provide information about groups of people Can produce measures that are reliable, generalized and valid (p.82) Video Recording 360/MSF

13 Conclusion: Video Recording Relatively inexpensive, easy to deploy evaluation method designed to enhance professional knowledge and encourage skill development through self-reflection Individuals are encouraged to analyze both strengths & weaknesses to internalize actions, own behavior and develop a strategic plan for improvement Flexible use of staff time & resources Objective data Judging self is not an easy skill – this needs to be nurtured, cultivated and explored to maximize learning benefits which will have a direct impact on clinical performance

14 Conclusion: 360/MSF Feedback from a broad group of observers/evaluators Essential components: Meaningful, understandable, appropriate reporting tools Guidelines and training to accurately, fairly & equitably interpret the results Training to provide sensitive, constructive & appropriate feedback Open culture Develop and action plan for improvement MSF ratingsQuality feedbackAction Plan PI

15 Summary Video Recording 360/MSF Professor Student ratings Student interviews Peer ratings Mentor Video Self/Peer Self- ratings (Berk 2009, p. 1077)

16 References: 360 (Multisource) Feedback Berk, Ronald. (2009). Using the 360 degree multisource feedback model to evaluate teaching and professionalism. Medical Teacher, 31, Doi: / Buccieri, K.M., Brown, R. & Malta, S. (2011). Evaluating the performance of the academic coordinator/director of clinical education: Tools to solicit input from program directors, academic faculty, and students. Journal of Physical Therapy Education, 25(2), Heseketh, E.A., Anderson, F., Bagnall, G.M., Driver, C.P., Johnston, D.A., Marshall, D., Needham, G., Orr, G., & Walker, K. (2005). Using a 360 degree screening tool to provide an evidence trail of junior doctor performance throughout their first postgraduate year. Medical Teacher, 27(3), Doi: / Holmboe, E.S. & Hawkins, R.E. (2008). Practical guide to the evaluation of clinical competence. Philadelphia: Mosby Elsevier. Kuzmits, F.E., Adams, A.J., Susman, L, & Raho, L.E. (2004). 360 degree feedback in health care : A field study. The Health Care Manager, 23(4), Overeem, K., Wollersheim, H., Driessen, E., Lombarts, K., van de Ven, G., Grol, R., & Arah, O. (2009). Doctors perceptions of why 360 degree feedback does (not) work: A qualitative study. Medical Education, 43, Doi: /j x

17 References: Video Recording Barratt, Julian. (2010). A focus group study of the use of video-recorded simulated objective structured clinical examinations in the nurse practitioner education. Nurse Education in Practice, 10, doi /j.nepr Brimble, Mandy. (2008). Skills assessment using video analysis in a simulated environment: An evaluation. Paediatric Nursing, 20(7), Cameron, N., & McMillan, R. (2006). Enhancing communication skills by peer review of consultation videos. Education for Primary Care, 17, Capizzi, A.M., Wehby, J. H., & Sandmel, K.N. (2007). Enhancing mentoring of teacher candidates through consultative feedback and self- evaluation of instructional delivery. Teacher Education and Special Education, 33(3), Doi: / Carbine, D.N., Finer, N.N., Knodel, E., & Rich, W. (2000). Video recording as a means of evaluating neonatal resuscitation performance. Pediatrics, 106(4), Harford, J., MacRuairc, G., & McCartan, D. (2010). Lights, camera, reflection: Using peer video to promote reflective dialogue among student teachers. Teacher Development, 14(1), doi / Kong, S.C., Shroff, R.H., & Hung, H.K. (2009). A web enabled video system for self- reflection by student teachers using a guiding framework. Australian Journal of Educational Technology, 25(4),

18 Minardi, H.A. & Ritter, S. (1999). Recording skills practice on videotape can enhance learning – A comparative study between nurse lecturers and nursing students. Journal of Advanced Nursing, 29(6), Yoo, M.S., Yoo, Y., & Lee, H. (2010). Nursing students self-evaluation using a video recording of foley catheterization: Effects on students competence, communication skills, and learning motivation. Journal of Nursing Education, 49(7), Doi / Vnuk, A., Owen, H. & Plummer, J. (2006). Assessing proficiency in adult basic life support: Student and expert assessment and the impact of video recording. Medical Teacher, 28(5), Doi: / References: Video Recording (cont)

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