Audio and Video Recording With Oral Questioning Their Advantages, Disadvantages or Issues As Outcome Evaluation Strategy In Nursing Evaluation

Outcome Evaluation Strategy In Nursing Evaluation & Audio and Video Recording With Oral Questioning  Their Advantages, Disadvantages or Issues

Oral Questioning Audio and Video Recording as Outcome Evaluation Strategy in Nursing Education Their Advantages, Disadvantages and Issues as Outcome Evaluation Strategy In Nursing Education.

What Is Oral Questioning? As Outcome Evaluation Strategy In Nursing Education

    In the quest to assess the student's ability to think critically and develop clinical reasoning skills, faculty have historically used oral questioning. At the graduate level, oral questioning is used for the defense of the dissertation and thesis. In this process, the student must demonstrate a working knowledge of the discipline and the ability to express arguments orally. 

    The answers to these questions demonstrate the knowledge, skills, and attitudes held by the student. For health professions, the use of oral questioning during clinical learning is designed to elicit assessment at all levels of the cognitive and affective domain and to provide evidence of critical thinking. Questions can solicit only factual information or ask for comparisons, priorities, and rationale. 

    During a questioning session, students can be asked to elaborate and justify their responses. Questioning as an assessment technique can be sequenced to move the student from a basic level (factual information) to a higher cognitive level (clarifying relationships). 

    A high degree of trust and sense of collaboration for learning growth in the relationship between faculty and learner is a key to success in this method. Subsequent assessment can demonstrate the effect of this formative feedback process .

Advantages Oral Questioning as Outcome Evaluation Strategy In Nursing Education

    Oral questioning is inexpensive, requires no special equipment, and can be quickly developed by faculty. During oral questioning, it is possible to give immediate feedback to the student, which makes this an excellent option for formative assessment.

Disadvantages as Outcome Evaluation Strategy In Nursing Education

    Students may feel highly stressed by the experience. As well, not all faculty are skilled in providing feedback. Al Wahbi (2014) found that as many as 40% of clinical faculty overestimated their proficiency in providing feedback and could benefit from specific training in feedback practices. 

    The lack of established interrater reliability is also a concern when using oral exams (Rahman, 2011). Unless the session is recorded, there is no permanent record of it. The evaluator may be biased by a variety of factors during the assessment. 

    For example, if the student performs well at the beginning of the session and the performance deteriorates as the session progresses, the earlier performance may be biased by what occurred subsequently. It is imperative that the criteria for assessment be fully developed before the questioning session.

Issues as Outcome Evaluation Strategy In Nursing Education

    Using questions for evaluation must be distinguished from using questions to encourage active student learning. Avoid leading or loaded questions. Consider giving students a minute to write down an answer. This can minimize the stress of a questioning session. It is important for faculty to avoid interrupting the student as an answer is being given. 

    Oral feedback from the teacher to the student, especially when correcting the student, needs to have as its primary focus the purpose of improving future performance. That makes this technique most suited as an assessment strategy. Not all faculty are well trained in this technique. 

    The criteria for evaluation must be established before the session with the student. Because of the lack of a permanent record of the interaction, the risk of subjectivity is greater in this kind of assessment.

What Is Audio and Video Recording As Outcome Evaluation Strategy In Nursing Education

    Audio recording can be used to evaluate communication skills, group processes, clinical caregiving simulations, and interviewing skills. Audio recording allows the evaluator to focus on verbal communication without other distractions. Video recording captures a more complete essence of the competencies being evaluated. 

    For example, evaluation of psychomotor skills as well as aspects of clinical reasoning can be demonstrated in the video capture. Faculty must determine at the outset if audio and video recording is used as an assessment to provide feedback to students for performance improvement or if their performance is being evaluated and graded. Using a video camera to record student performance can be a means of evaluating several performance parameters. 

    Video of student performance is useful for evaluating communication skills because it picks up the student's actual words and inflections, as well as body language. The live-action feature of the video recording also provides evidence of the sequencing of student actions in hands-on skill performance. This method works well for skill validation and is very useful for students to self-assess their performance using a rubric. 

    The video capture has long been used for debriefing after simulations. Basic video recording equipment has become fairly inexpensive; cameras are included as part of many cell phones, tablets, and computers. Comprehensive audio-video capture equipment specifically designed to link with high-fidelity simulation can be very expensive.

Advantages of Audio and Video As Outcome Evaluation Strategy In Nursing Education

    Obtaining audio recording equipment is relatively inexpensive. Most digital cameras, cell phones, tablets, and computers have video recording capabilities and are fairly inexpensive. In the case of audio recording, the presence of the microphone may be less threatening to the student than use of a video camera or direct faculty observation. 

    Video recording works well for evaluation of mastery, particularly with psychomotor skills. These techniques allow students to practice and record their skills in private, listen to or view and critique their own performance, and even rerecord the procedure until they are satisfied with the performance prior to submitting for a grade. 

    This strategy affords flexibility in scheduling for both students and faculty. Faculty can conduct a secondary analysis of the recording if necessary. With both audio and video recording, faculty can assess student performance with patients without being intrusive in the dynamic of the student–patient relationship.

Disadvantages of Audio and Video As Outcome Evaluation Strategy In Nursing Education

    It can be difficult to distinguish individual voices in a group of participants when listening to an audio recording. One suggestion is to have each group member state his or her name at the beginning of the recording so that voices can be identified. In addition, communication has both verbal and nonverbal components.

    Thus, one limitation of audio recording as a strategy is that only the verbal components of the skill can be evaluated. A certain level of competence is required in knowing how to position video equipment correctly to secure quality visual and audio recording. The skill of the cameraperson and the camera angle can affect the quality of the recording. 

    It may be necessary to use small microphones to adequately secure the audio components. More expensive options are commonly found in high-fidelity simulation rooms where video cameras may be mounted in multiple sites throughout the room and inputs from each camera are synchronized in a control room. Additional technical personnel are usually needed to maintain the equipment. If patients are involved, their consent is required. 

    Requirements of the Health Insurance Portability and Accountability Act of 1996 (HIPAA) privacy rules are of concern whenever there is digital data from patients; Therefore, protocols should be in place to maintain security. Students should be educated about the uses of the recordings, especially the issues surrounding confidentiality of the materials, and sign agreements indicating their understanding. 

    The experience of being recorded can cause stress to some students who may feel self-conscious about being “on camera.” However, in some cases, the stress level may be lower than that experienced with direct observation by the faculty member. If patients are also being video recorded, explanations of expectations should be provided as well as consent obtained before the recording begins. Evaluators need good observational skills.

Issues of Audio and Video As Outcome Evaluation Strategy In Nursing Education

    The protocol for scoring must be determined before this strategy is instituted. Students need an opportunity to practice with the strategy before it is used in the assignment of a grade. A decision needs to be made about whether the entire recording or a sampling will be used for evaluation. 

    Confidentiality is an issue, as is the need to obtain consent from all individuals who are included in the recording. HIPAA guidelines are required for digital patient data.