Effects of peer review on communication skills and learning motivation among nursing students.

The purpose of this study was to investigate the effects of video-based peer review on communication skills and learning motivation among nursing students. A non-equivalent control with pretest-posttest design was used. The participants were 47 sophomore nursing students taking a fundamentals of nursing course at a nursing college in Korea. Communication with a standardized patient was videotaped for evaluation. The intervention group used peer reviews to evaluate the videotaped performance; a small group of four students watched the videotape of each student and then provided feedback. The control group assessed themselves alone after watching their own videos. Communication skills and learning motivation were measured. The intervention group showed significantly higher communication skills and learning motivation after the intervention than did the control group. The findings suggest that peer review is an effective learning method for nursing students to improve their communication skills and increase their motivation to learn.

Yoo MS ，Chae SM 《JOURNAL OF NURSING EDUCATION》

Nursing students' self-evaluation using a video recording of foley catheterization: effects on students' competence, communication skills, and learning motivation.

An opportunity for a student to evaluate his or her own performance enhances self-awareness and promotes self-directed learning. Using three outcome measures of competency of procedure, communication skills, and learning motivation, the effects of self-evaluation using a video recording of the student's Foley catheterization was investigated in this study. The students in the experimental group (n = 20) evaluated their Foley catheterization performance by reviewing the video recordings of their own performance, whereas students in the control group (n = 20) received written evaluation guidelines only. The results showed that the students in the experimental group had better scores on competency (p < 0.001), communication skills (p < 0.001), and learning motivation (p = 0.018) than the control group at the post-test, which was conducted 8 weeks after the pretest. Self-awareness of one's own performance developed by reviewing a videotape appears to increase the competency of clinical skills in nursing students.

Yoo MS ，Yoo IY ，Lee H 《JOURNAL OF NURSING EDUCATION》

Reflective teaching of medical communication skills with DiViDU: assessing the level of student reflection on recorded consultations with simulated patients.

Hulsman RL ，Harmsen AB ，Fabriek M 《PATIENT EDUCATION AND COUNSELING》

Does feedback matter? Practice-based learning for medical students after a multi-institutional clinical performance examination.

Srinivasan M ，Hauer KE ，Der-Martirosian C ，Wilkes M ，Gesundheit N ... -  《MEDICAL EDUCATION》

A comparison of problem-based learning and conventional teaching in nursing ethics education.

Lin CF ，Lu MS ，Chung CC ，Yang CM ... -  《-》