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Toni Morris, RN NUGR 550 11.9.11

Critique Contemporary Practice Measurement Methods: Video Recording & 360-degree Multisource Feedback (360/MSF). Toni Morris, RN NUGR 550 11.9.11. Video Recording. Safe, controlled environment for students to learn Good practice & critique of practice helps enhance nursing skills

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Toni Morris, RN NUGR 550 11.9.11

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

  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 subject’s performance: • Multipoint rating scale or behavior anchor scale • Anonymous perspectives (7-12) • Hierarchically above • Below • @ 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 Video MSF Retrieved 11.7.11 from http://www.nwlink.com/~donclark/hrd/learning/id/bloom_taxonomy.jpg

  5. Knowledge Level/Communication Skills Video Recording 360/MSF • 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

  6. Formative & Summative Video Recording 360/MSF • 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

  7. Validity & Reliability Video Recording 360/MSF • 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)

  8. Pros & Cons Video Recording 360/MSF • 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

  9. Educational Effect Video Recording 360/MSF • 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 • Identify @ risk students • Identify, set goals and develop plan for improvement

  10. Feasibility & Efficiency Video Recording 360/MSF • 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 • Replicated @ 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)

  11. Acceptability Video Recording 360/MSF • 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

  12. Generalizability Video Recording 360/MSF • 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)

  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 PI

  15. Summary Video Recording 360/MSF (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, 1073-1080. Doi: 10.1080/01421590802572775 • 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), 26-35. • 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), 219-233. Doi: 10.1080/01421590500098776 • 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), 321-328. • Overeem, K., Wollersheim, H., Driessen, E., Lombarts, K., van de Ven, G., Grol, R., & Arah, O. (2009). Doctor’s perceptions of why 360 degree feedback does (not) work: A qualitative study. Medical Education, 43, 874-882. Doi: 10.1111/j.1365-2923.2009.03439.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, 170-175. doi 10.1016/j.nepr.2009.06.004 • Brimble, Mandy. (2008). Skills assessment using video analysis in a simulated environment: An evaluation. Paediatric Nursing, 20(7), 26-31. • Cameron, N., & McMillan, R. (2006). Enhancing communication skills by peer review of consultation videos. Education for Primary Care, 17, 40-48. • 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), 191-212. Doi: 10.1177/0888406409360012 • Carbine, D.N., Finer, N.N., Knodel, E., & Rich, W. (2000). Video recording as a means of evaluating neonatal resuscitation performance. Pediatrics, 106(4), 654-658. • Harford, J., MacRuairc, G., & McCartan, D. (2010). Lights, camera, reflection: Using peer video to promote reflective dialogue among student teachers. Teacher Development, 14(1), 57-68. doi 10.1080/13664531003696592 • 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), 544-558.

  18. References: Video Recording (cont) • 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), 1318-1325. • 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), 402-405. Doi 10.3928/01484834-20100331-03 • 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), 429-434. Doi: 10.1080/01421590600625205

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