Feedback on video skill: A concept analysis
DOI:
https://doi.org/10.25071/1929-8471.20Palabras clave:
scenario development, flexible teaching, smartphone video, feedback on video, concept analysisResumen
Jóvenes estudiantes de educación superior experimentan cada vez un mayor número de problemas relacionados con sus salud mental, especialmente aquellos matriculados en carreras clínicas como la de enfermería. Estudiantes de enfermería requieren demostrar su destreza para completar de manera exitosa sus programas de estudio. Estudios recientes muestran que cuando los estudiantes y profesores usan videos de voz e imagen para grabar sus propias habilidades o cuando crean juntos videos de sus aptitudes, esto conlleva a muchos resultados positivos, especialmente en lo que concierne a su salud mental. Sin embargo, estos videos no son tomados en consideración por parte los profesores. En este artículo nosotros exploramos el concepto de “retroalimentación y comentarios sobre videos de habilidades”, y las implicaciones pedagógicas y éticas para los profesionales de la salud, dentro del contexto de ambientes de aprendizaje flexibles. Aplicamos el método de análisis de concepto usado por Walker y Avant (2011). Identificamos los atributos cuantitativos y características del concepto de “retroalimentación y comentarios sobre videos de habilidades”, y presentamos casos para ilustrar el concepto en detalle y guiar el diseño y aplicación de una herramienta en línea sobre retroalimentación de video. La retroalimentación es una dimensión importante a considerar en el proceso de enseñanza-aprendizaje de los videos sobre habilidades. Si bien la retroalimentación que los profesores proveen a los estudiantes sobre su desempeño y habilidades clínicas es fundamental en enfermería, otras formas de evaluación son también importantes. El método de análisis de concepto subraya elementos cuantitativos de retroalimentación pero deja lagunas en nuestro entendimiento sobre las relaciones sociales y consideraciones éticas relevantes en el uso de retroalimentación sobre video como una herramienta pedagógica. Sugerimos considerar el uso de retroalimentación de video grabada a través del marco de sus propiedades socio-técnicas.
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