1. 3 rd International Nursing & Midwifery Conference National University of Ireland, Galway April 4 th & 5 th 2011

2. “Lights…camera…action” BSc. Nursing students sit in the director’s chair A technology enhanced approach to clinical skills teaching and learning Liz Kingston, Senior CSL Coordinator Sylvia Murphy Tighe, Lecturer Dept. of Nursing & Midwifery, University of Limerick

4. Study Aim to explore nursing student’s experiences of a technology enhanced approach (AV) to the teaching and learning and self assessment of a psycho-motor skill (BP Measurement) in a clinical skills laboratory

5. Study Objectives 1.To introduce audio-visual recording technologies into the undergraduate nursing programme (Year 1 Sem 1) 2.To achieve greater student participation in the learning process through self assessment 3.To explore the experiences of students to the of introduction of interactive teaching and learning resources

6. Background / Context Audio-visual Recording Technologies - DNA (Digital Nursing Archiving System) Eurotek Creative & innovative system that introduces audio/visual technology into teaching in an integrated fashion Digital video/audio recording and archiving system, along with a control system, servers & touch screens

8. Digital Nursing Archiving System Above each bed (36 bed spaces) is a pan/tilt/zoom camera connected to a wall mounted touch screen Microphone installed at each bed space Overview camera in each ward

10. Influences on nursing pedagogy In this changing context influenced by the advances in educational technologies, we challenged ourselves to apply educational tools that appeal to students’ learning styles but also best suit nursing pedagogy. Societal trends Advances in technology The digital revolution Millennial generation Strategic Plan UL Hunt Report 2010

11. Teaching & Learning Strategies BP Simulation Manikins Role Play Peer Support & Evaluation Independent Practice Video Production Self Assessment Small group clinical skills teaching

12. Step 1 Following skills teaching and AV training students independently video recorded themselves in the role of a nurse performing the skill of blood pressure measurement Step 2 Peer support was provided by classmates role playing as patients in the video Step 3 Students completed and submitted a self-assessment of their own performance against set criteria Step 4 On submission of the self assessed video production students were awarded 20% of the module marks

13. Student survey Ethics – UL ethics Committee Data collection - online 21 item questionnaire Sample – Cohort 90 Response rate to completion – 75.86%

16. Open ended questions Learning Technical Skills Engagement Professional Development Critical Awareness Training

17. What the students said about …critical awareness ‘ ‘highlighted my weaknesses and strengths and what I need to improve on’ ‘to reflect on my own skills and be critical towards them thus improving them’ ‘I could critique myself and most importantly improve myself also’

18. What the students said about...learning ‘Made me take responsibility for my own learning’ ‘Preferred doing it rather than having someone stand over me and assess my skills’ ‘Now I have a greater understanding and I’m better equipped’

19. What they said about …professional development ‘made me realise that we will be really carrying out these procedures on real patients’ ‘it helped me a lot with how to deal with patients’ ‘it encouraged me to practice and I gained great experience’

20. What the students said about …technical skills ‘we got to learn new computer skills and gave us a better insight into IT in general’ ‘learning to use the new AV equipment’ ‘just found it took a bit of time to learn my way around it’

21. What the students said about …engagement ‘easy and straightforward to use’ ‘it was a welcome change from having to do a written assignment’ ‘uncomfortable at first’‘lots of fun’ ‘different’ ‘a new experience’ ‘little nervous’ ‘memorable and interesting’

22. Conclusion Powerful means of engaging students actively & critically as learners Recommend Further development - vital signs Actual versus perceived impact on learning