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

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• 作者：Linda C. McSwiggan ; ^{l.c.mcswiggan@dundee.ac.uk} ; Maureen Campbell ^{m.z.campbell@dundee.ac.uk}
• 关键词：Podcasts ; Self-efficacy theory ; Assessment ; Feedback ; Undergraduates ; Focus groups ; Qualitative research
• 刊名：Nurse Education Today
• 出版年：2017
• 出版时间：February 2017
• 年：2017
• 卷：49
• 期：Complete
• 页码：115-121
• 全文大小：253 K
• 卷排序：49

文摘

Self-efficacy theory illuminates students' use of guidance and feedback podcasts. Accessing guidance podcasts, when and wherever, increases students' satisfaction. Well-structured podcasts strengthen self-efficacy by making assessments more do-able. Students with high self-efficacy more readily engage with podcasted feedback. Students with low self-efficacy overlook opportunities to access podcasted feedback.