Can podcasts for assessment guidance and feedback promote self-efficacy among undergraduate nursing students?

A qualitative study

Linda C. McSwiggan (Lead / Corresponding author), Maureen Campbell

Research output: Contribution to journalArticle

3 Citations (Scopus)
118 Downloads (Pure)

Abstract

Background

Improving assessment guidance and feedback for students has become an international priority within higher education. Podcasts have been proposed as a tool for enhancing teaching, learning and assessment. However, a stronger theory-based rationale for using podcasts, particularly as a means of facilitating assessment guidance and feedback, is required.

Objective

To explore students' experiences of using podcasts for assessment guidance and feedback.

To consider how these podcasts shaped beliefs about their ability to successfully engage with, and act on, assessment guidance and feedback

Design Exploratory qualitative study.

Setting Higher education institution in North-East Scotland.

Participants Eighteen third year undergraduate nursing students who had utilised podcasts for assessment guidance and feedback within their current programme of study.

Methods

Participants took part in one of four focus groups, conducted between July and September 2013. Purposive sampling was utilised to recruit participants of different ages, gender, levels of self-assessed information technology skills and levels of academic achievement. Data analysis was guided by the framework approach.

Findings

Thematic analysis highlighted similarities and differences in terms of students' experiences of using podcasts for assessment guidance and feedback. Further analysis revealed that Self-Efficacy Theory provided deeper theoretical insights into how the content, structure and delivery of podcasts can be shaped to promote more successful engagement with assessment guidance and feedback from students. The structured, logical approach of assessment guidance podcasts appeared to strengthen self-efficacy by providing readily accessible support and by helping students convert intentions into action. Students with high self-efficacy in relation to tasks associated with assessment were more likely to engage with feedback, whereas those with low self-efficacy tended to overlook opportunities to access feedback due to feelings of helplessness and futility.

Conclusions

Adopting well-structured podcasts as an educational tool, based around the four major sources of information (performance accomplishments, vicarious experience, social persuasion, and physiological and emotional states), has potential to promote self efficacy for individuals, as well as groups of students, in terms of assessment guidance and feedback.
Original languageEnglish
Pages (from-to)115-121
Number of pages7
JournalNurse Education Today
Volume49
Early online date27 Nov 2016
DOIs
Publication statusPublished - Feb 2017

Fingerprint

Webcasts
Nursing Students
Self Efficacy
self-efficacy
nursing
Students
student
Medical Futility
Persuasive Communication
Education
Aptitude
Scotland
Focus Groups
program of study
experience
persuasion
Teaching
Emotions
source of information
academic achievement

Keywords

  • Podcasts
  • Self-efficacy theory
  • Assessment
  • Feedback
  • Undergraduates
  • Focus groups
  • Qualitative research

Cite this

@article{7b418c8a88794861b1393078ab27ae97,
title = "Can podcasts for assessment guidance and feedback promote self-efficacy among undergraduate nursing students?: A qualitative study",
abstract = "BackgroundImproving assessment guidance and feedback for students has become an international priority within higher education. Podcasts have been proposed as a tool for enhancing teaching, learning and assessment. However, a stronger theory-based rationale for using podcasts, particularly as a means of facilitating assessment guidance and feedback, is required.ObjectiveTo explore students' experiences of using podcasts for assessment guidance and feedback.To consider how these podcasts shaped beliefs about their ability to successfully engage with, and act on, assessment guidance and feedbackDesign Exploratory qualitative study.Setting Higher education institution in North-East Scotland.Participants Eighteen third year undergraduate nursing students who had utilised podcasts for assessment guidance and feedback within their current programme of study.MethodsParticipants took part in one of four focus groups, conducted between July and September 2013. Purposive sampling was utilised to recruit participants of different ages, gender, levels of self-assessed information technology skills and levels of academic achievement. Data analysis was guided by the framework approach.FindingsThematic analysis highlighted similarities and differences in terms of students' experiences of using podcasts for assessment guidance and feedback. Further analysis revealed that Self-Efficacy Theory provided deeper theoretical insights into how the content, structure and delivery of podcasts can be shaped to promote more successful engagement with assessment guidance and feedback from students. The structured, logical approach of assessment guidance podcasts appeared to strengthen self-efficacy by providing readily accessible support and by helping students convert intentions into action. Students with high self-efficacy in relation to tasks associated with assessment were more likely to engage with feedback, whereas those with low self-efficacy tended to overlook opportunities to access feedback due to feelings of helplessness and futility.ConclusionsAdopting well-structured podcasts as an educational tool, based around the four major sources of information (performance accomplishments, vicarious experience, social persuasion, and physiological and emotional states), has potential to promote self efficacy for individuals, as well as groups of students, in terms of assessment guidance and feedback.",
keywords = "Podcasts, Self-efficacy theory, Assessment, Feedback, Undergraduates, Focus groups, Qualitative research",
author = "McSwiggan, {Linda C.} and Maureen Campbell",
note = "This study was supported by the School of Nursing and Health Sciences, University of Dundee.",
year = "2017",
month = "2",
doi = "10.1016/j.nedt.2016.11.021",
language = "English",
volume = "49",
pages = "115--121",
journal = "Nurse Education Today",
issn = "0260-6917",
publisher = "Elsevier",

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T1 - Can podcasts for assessment guidance and feedback promote self-efficacy among undergraduate nursing students?

T2 - A qualitative study

AU - McSwiggan, Linda C.

AU - Campbell, Maureen

N1 - This study was supported by the School of Nursing and Health Sciences, University of Dundee.

PY - 2017/2

Y1 - 2017/2

N2 - BackgroundImproving assessment guidance and feedback for students has become an international priority within higher education. Podcasts have been proposed as a tool for enhancing teaching, learning and assessment. However, a stronger theory-based rationale for using podcasts, particularly as a means of facilitating assessment guidance and feedback, is required.ObjectiveTo explore students' experiences of using podcasts for assessment guidance and feedback.To consider how these podcasts shaped beliefs about their ability to successfully engage with, and act on, assessment guidance and feedbackDesign Exploratory qualitative study.Setting Higher education institution in North-East Scotland.Participants Eighteen third year undergraduate nursing students who had utilised podcasts for assessment guidance and feedback within their current programme of study.MethodsParticipants took part in one of four focus groups, conducted between July and September 2013. Purposive sampling was utilised to recruit participants of different ages, gender, levels of self-assessed information technology skills and levels of academic achievement. Data analysis was guided by the framework approach.FindingsThematic analysis highlighted similarities and differences in terms of students' experiences of using podcasts for assessment guidance and feedback. Further analysis revealed that Self-Efficacy Theory provided deeper theoretical insights into how the content, structure and delivery of podcasts can be shaped to promote more successful engagement with assessment guidance and feedback from students. The structured, logical approach of assessment guidance podcasts appeared to strengthen self-efficacy by providing readily accessible support and by helping students convert intentions into action. Students with high self-efficacy in relation to tasks associated with assessment were more likely to engage with feedback, whereas those with low self-efficacy tended to overlook opportunities to access feedback due to feelings of helplessness and futility.ConclusionsAdopting well-structured podcasts as an educational tool, based around the four major sources of information (performance accomplishments, vicarious experience, social persuasion, and physiological and emotional states), has potential to promote self efficacy for individuals, as well as groups of students, in terms of assessment guidance and feedback.

AB - BackgroundImproving assessment guidance and feedback for students has become an international priority within higher education. Podcasts have been proposed as a tool for enhancing teaching, learning and assessment. However, a stronger theory-based rationale for using podcasts, particularly as a means of facilitating assessment guidance and feedback, is required.ObjectiveTo explore students' experiences of using podcasts for assessment guidance and feedback.To consider how these podcasts shaped beliefs about their ability to successfully engage with, and act on, assessment guidance and feedbackDesign Exploratory qualitative study.Setting Higher education institution in North-East Scotland.Participants Eighteen third year undergraduate nursing students who had utilised podcasts for assessment guidance and feedback within their current programme of study.MethodsParticipants took part in one of four focus groups, conducted between July and September 2013. Purposive sampling was utilised to recruit participants of different ages, gender, levels of self-assessed information technology skills and levels of academic achievement. Data analysis was guided by the framework approach.FindingsThematic analysis highlighted similarities and differences in terms of students' experiences of using podcasts for assessment guidance and feedback. Further analysis revealed that Self-Efficacy Theory provided deeper theoretical insights into how the content, structure and delivery of podcasts can be shaped to promote more successful engagement with assessment guidance and feedback from students. The structured, logical approach of assessment guidance podcasts appeared to strengthen self-efficacy by providing readily accessible support and by helping students convert intentions into action. Students with high self-efficacy in relation to tasks associated with assessment were more likely to engage with feedback, whereas those with low self-efficacy tended to overlook opportunities to access feedback due to feelings of helplessness and futility.ConclusionsAdopting well-structured podcasts as an educational tool, based around the four major sources of information (performance accomplishments, vicarious experience, social persuasion, and physiological and emotional states), has potential to promote self efficacy for individuals, as well as groups of students, in terms of assessment guidance and feedback.

KW - Podcasts

KW - Self-efficacy theory

KW - Assessment

KW - Feedback

KW - Undergraduates

KW - Focus groups

KW - Qualitative research

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DO - 10.1016/j.nedt.2016.11.021

M3 - Article

VL - 49

SP - 115

EP - 121

JO - Nurse Education Today

JF - Nurse Education Today

SN - 0260-6917

ER -