Critique Contemporary Practice Measurement Methods:
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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. 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

Critique Contemporary Practice Measurement Methods:Video Recording & 360-degree Multisource Feedback (360/MSF)

Toni Morris, RN

NUGR 550

11.9.11


Video recording

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)


360 msf

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


Cognitive domain

Cognitive Domain

Video

MSF

Retrieved 11.7.11 from

http://www.nwlink.com/~donclark/hrd/learning/id/bloom_taxonomy.jpg


Knowledge level communication skills

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


    Formative summative

    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


    Validity reliability

    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)


    Pros cons

    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


    Educational effect

    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


    Feasibility efficiency

    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)


    Acceptability

    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


    Generalizability

    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)


    Conclusion video recording

    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


    Conclusion 360 msf

    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


    Summary

    Summary

    Video Recording

    360/MSF

    (Berk 2009, p. 1077)


    References 360 multisource feedback

    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


    References video recording

    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.


    References video recording cont

    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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