Session 1 | 12:30 | Room 4
Presenter: Christine Colella DNP, CNP, FAANP, Professor, Executive Director Graduate Programs
Co-Presenter: Lindsay Davis DNP, CNP, Assistant Professor, Clinical Nursing
Title: The
Intersection of the Assignment and Technology:
Engaging the Learner to Improve Communication Skills
Description: Increasingly complex and fast-paced
learning environments call for students who are prepared with skills to best
optimize their ability to communicate using technology. Engaging technology to
engage the learner is continual quest for educators teaching at a distance.
Faculty will share how using Flipgrid they designed an assignment that gave the
students an opportunity to develop and practice their communication skills. The
fact that this high-stakes skill was able to be practiced first in a
non-threatening environment led to self-reflection and an expression of
increased confidence.
Abstract: Increasingly complex and fast-paced
learning environments call for students who are prepared with skills to best
optimize their ability to communicate using technology. Educators are challenged to develop new
teaching strategies which actively engage the student. Remaining aware of new technology and
platforms which compliment distance learning is crucial. This utilization of
technology to develop, assess, and evaluate communication can be fine-tuned for
any discipline. Students who need to
communicate any type of vital information in a variety of professional settings
should have the opportunity to practice in a nonthreatening environment. Faculty in a clinical practicum course
combined an evidence-based technique for case presentations with the use of an
intuitive video recording platform called Flipgrid for a low-fidelity
simulation assignment. The development
of this assignment was generated by a need to give students an opportunity to
practice real-world communication in a nonthreatening environment. Students
were supplied a copy of a sentinel article explaining the case presentation
technique and two patient case studies.
They were required to present the case using the technique through a
Flipgrid video recording. Repeated practice and the ability to assess their
performance with each recorded attempt allowed for self-assessment and
reflection. The ability to view other
students’ case presentations allowed for the opportunity to see the case
presented from different perspectives. The faculty were able to highlight areas
for improvement and offer feedback based on student performance. Following the
assignment, the students reported that their thoughts were better organized and
they had increased confidence in their presentation and communication skills
resulting in a well prepared and engaged student.
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