Literaturnachweis - Detailanzeige
| Autor/in | Mettiäinen, Sari |
|---|---|
| Titel | Electronic Assessment and Feedback Tool in Supervision of Nursing Students during Clinical Training |
| Quelle | In: Electronic Journal of e-Learning, 13 (2015) 1, S.42-56 (15 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1479-4403 |
| Schlagwörter | Foreign Countries; Nursing Education; Nursing Students; Feedback (Response); College Faculty; Educational Assessment; Supervision; Clinical Teaching (Health Professions); Computer Software; Interviews; Teacher Surveys; Cognitive Processes; Self Evaluation (Individuals); Experiential Learning; Electronic Learning; Reflection; College Students; Questionnaires; Educational Technology; Finland |
| Abstract | The aim of this study was to determine nursing teachers' and students' attitudes to and experiences of using an electronic assessment and feedback tool in supervision of clinical training. The tool was called eTaitava, and it was developed in Finland. During the pilot project, the software was used by 12 nursing teachers and 430 nursing students. Nine of the teachers participated in the interviews and survey, and 112 students responded to the survey. The data were mainly analysed with qualitative methods. In the eTaitava web-based user interface, the teacher constructs questions to map the students' learning process, and sets them to be sent on a daily basis. According to the findings, four-fifths of the students responded to the questions almost daily. They thought the software was easy to use and answering the questions took about 5 minutes a day. Based on the students' and teachers' experiences, the use of the electronic assessment and feedback tool supported supervision of clinical training. It supported the students' target-oriented learning, supervised the students' daily work, and made it visible for the teachers. Responding to the software questions inspired the students' cognitive learning, and based on the responses, the teachers noticed which students needed more support and could consequently allocate them more supervision time. Responding also supported the students' continuous self-evaluation, and considering the responses structured the students' and teachers' final assessment discussion. By means of the electronic assessment and feedback tool, it is possible to promote learning during clinical training by challenging students to reflect on their learning experiences. Students' professional development process can be supported through pedagogically planned conceptual supervision which is integrated into experiential learning during clinical training.The findings of the pilot study were encouraging, indicating that the method is worth further development and potentially useful in supervision in all fields of education. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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