Nursing Education

Enhancing Distance Learning in Nursing Courses With GoReact

A webinar featuring Dr. Shu-Yi (Emily) Wang from Regis University

Dr. Shu-Yi (Emily) Wang, Associate Professor at Regis University, explains how using video for nursing assignments and activities increases collaboration, engagement, and skill development.

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Hillary Gamblin:

Hello, thank you for joining today’s workshop about different ways to use GoReact and distance learning courses for nursing education.

Hillary Gamblin:

My name’s Hillary Gamblin. I’m a GoReact employee, and today I’ll be chatting with Dr. Shu-Yi Emily Wang from Regis University in Denver, Colorado.

Hillary Gamblin:

Emily, do you want to introduce yourself real quick?

Dr. Shu-Yi Emily Wang:

Thank you so much for having me here, Hillary. It is my pleasure to virtually meet the nursing colleagues, and then thank you for being here with us today.

Dr. Shu-Yi Emily Wang:

I’m a professor from Regis University, which is located in Denver, Colorado. And I have taught nursing more than 20 years and in the pre- and the post-licensure programs, especially on the medical search for nursing and the evidence-based practice. My research area actually is focused on cancer nursing and also related to the palliative care. And right now, I’m also on extension to the technology improvement, especially in educational and also instructional enhancement. Thank you.

Hillary Gamblin:

Thank you for joining us. She’s such a good sport. We reached out to Emily a few months ago because we stumbled upon a popular video she published for Nurse Educator and the video was about her experience using GoReact for distance learning. So naturally we asked her if she would come join us today. And she said, “Yes.” So thank you.

Hillary Gamblin:

Now for those of you that are new to our GoReact workshops, let me quickly explain how we structure these virtual events. For about the first 20 to 30 minutes, I’ll discuss with Emily, her various ways she’s incorporated GoReact into her distance learning courses.

Hillary Gamblin:

And then after that, we’ll do a live Q and A for about 10 to 15 minutes. We strive for high audience participation. So if you have a question, please submit it. And if you see a question that someone else posted that you would also like answered, there’s a handy up-vote feature. So you can do that.

Hillary Gamblin:

I’d also like to draw your attention to the chat feature. I know in Zoom, you have to click on it and have it pop out. Make sure you do that. This is where a lot of attendees can discuss ideas, share resources, exchange personal information. It’s kind of a party. So don’t miss out, join the party.

Hillary Gamblin:

So now that we’ve gone over, I think most of the basic structure of the event I’d like to start off today’s workshop with a quick poll to get to know everyone just a little bit better, who our audiences is. The poll probably just popped up for you. It says, “What’s your experience with GoReact?” We have “Go-what?” “I’ve heard of GoReact.” “I’ve used GoReact for skills check-offs.” “I use GoReact for skill check-offs and other assignments.” So if you can go ahead and vote, so we know who our audience is. It’s really helpful. We can start tailoring our answers so that we know who we’re talking to, and we can make sure that we’re answering all the questions that you have. Okay. Give everybody a minute to do that.

Hillary Gamblin:

I don’t know. Okay. I can’t see the results, but… Oh, here we go. There we go. We have a couple people who don’t know anything about GoReact and people who’ve heard of it. And some people who use it for skills check-offs. Perfect. Okay. That’s really helpful to know. Fantastic.

Hillary Gamblin:

The most common use case, as some of you are probably seeing, is skill check-offs. But there are other ways to use it too. So we’re going to go off… We’re going to share how you can use it for skill check-offs and for other ways, too. And we’re hoping by the end of this workshop, you will step away with a new way to use GoReact in your nursing courses, especially for hybrid or distant learning.

Hillary Gamblin:

So let’s get started. Emily, before we jump into all the different ways you use GoReact, I want to ask you a broader contextual question. Why did you work on the Nurse Educator video? The pandemic escalated the stress, the workload. So why did you think it was important to take time in that hectic moment to share GoReact with your fellow nurse educators?

Dr. Shu-Yi Emily Wang:

Thank you, Hillary. I think before I answer your questions, I really want to express my sincere appreciation to the GoReact company and that without you guys’ ongoing support, I don’t think we could make it through the pandemic. And I really appreciate that.

Dr. Shu-Yi Emily Wang:

And the other thing, I really want to send my appreciation to my colleagues and Dr. Castang, Chappell, Mooney, and Yeman. And the other big folks is my graduate students, Hannah, Dawn, Chris, Kassi, Shawnna, Anne, and Loretta. I think without their contribution… We are not going to make a successful opportunity for me to explain my experience related to the GoReact. So I could not have done it without them.

Dr. Shu-Yi Emily Wang:

And I think the pandemic, a really big impact, related to our education. But I have to say distance learning is referred to the technology, integrate your computers, even throughout the communications.

Dr. Shu-Yi Emily Wang:

And distance learning, the chance for the learning from our school, from the classroom. And also that you can do that in any place. And we heard about you can do that synchronized… Synchronized. But the ultimate goal is we really want to meet the student learning needs.

Dr. Shu-Yi Emily Wang:

And distance learning is not a new term. And before the pandemic, actually we addressed a lot. But just, unfortunate, we don’t have a really kind of like a framework and then maybe to how to get attention, how we apply it.

Dr. Shu-Yi Emily Wang:

And so when the pandemic hit, and I always keep thinking about what is the methods that I’m not going to interrupt my student learnings. Since we all need to stay home and we are not going to be face-to-face and I got the opportunity to meet with the GoReact representative. And then I start to realize, wow, this is amazing platform I can adopt. And it’s very friendly to use.

Dr. Shu-Yi Emily Wang:

And not only by that, I think, significantly, to see the teaching, learning improvement. And then it’s not going to kind of like, just doing it for the online stuff, the student do their individual work. I did see the students, how they can increase in their engagement.

Dr. Shu-Yi Emily Wang:

So I feel that this is not only for the distance learning. And also we can think about the other way is for in-person achievement.

Dr. Shu-Yi Emily Wang:

So that’s why I decided I really want to share this teaching tip with all Nursing Educator. So that’s why I submit the small comments into the Nursing Educator and the [advocating 00:06:41] chief was very impressive about this platform also. And then they also asked me to… Do it for the show video. And I was browsing my video, it was the second review, in the nursing journals in 2021. So, that’s kind of background. Thank you.

Hillary Gamblin:

Yeah. In your video for Nurse Educator, you mentioned that… And here’s that. So if people… We’ll be sending these slides to you later, so if you want to watch the video later, that you can do that.

Hillary Gamblin:

But in this video, you mentioned that distance learning is generally focused on knowledge and I agree with that. But it makes more challenging to assess skills. Can you share with us how you use GoReact to bridge that skills gap?

Dr. Shu-Yi Emily Wang:

Yeah, I have to say the GoReact really provided not only for the skill check-off for me. Yeah. I did adapt it for the critical skill… We talk about the skills check-off, but I think the GoReact also have other beneficials for us, is doing for the peer review process. So this is very good collaboration work. Also self-reflection for that.

Dr. Shu-Yi Emily Wang:

And the other piece, I think the skill check-off, we heard a lot is the… We always do the face-to-face. And then definitely, they can have it more or less time consuming.

Dr. Shu-Yi Emily Wang:

But since pandemic, since everything had to be virtually, you need to find a way and then make sure it’s not only for just regular check-off. You need to know, really know about, for accuracy.

Dr. Shu-Yi Emily Wang:

So I would have to say this platform, it helped me, easy to use. Also, quickly to correct the mistake, especially I can put on the timestamp feedback to the students. This is reinforcement of the student learning.

Dr. Shu-Yi Emily Wang:

And the other thing is for me, I can… And a student can repeat their skill. And what does that mean? That means they can get accuracy in order to submit their assignment so they can repeat learning from their mistake.

Dr. Shu-Yi Emily Wang:

The other thing is the… Because the… They [inaudible 00:08:42], you heard about my example, I’m not only doing for the skill check-off. I do it for the collaborative work. The students will watch for most students’ work. So they start doing for the critique.

Dr. Shu-Yi Emily Wang:

So that’s the parts I think is more… Very beneficial and I implement into the teaching and the learning process.

Dr. Shu-Yi Emily Wang:

And I teach the graduate students and they already have a foundation concept for the physical assessments. So that’s why for us, we are not just doing the regular check-off. At least, we need to bring their level up. How they can analyze. How can they collaborate among the students.

Dr. Shu-Yi Emily Wang:

And I have to say that this platform offered me the opportunity to implement this teaching, learning process. And I did see the students definitely increase their critical thinking and also they learn from each other. And besides this, I have opportunity to talk to my coworker because some of them, they also use the GoReact and in a different way, throughout their courses. And I would like to say the more detail with the… About how they use the GoReact, it can enhance the teaching, learning process.

Dr. Shu-Yi Emily Wang:

So I would like to show you guys the video. So maybe you guys can hear… Hear some aspect from them. Also, maybe some of you teach the different courses, so that can be beneficial, for you guys can think about next steps. And then it’s not only focused on the skill check-off and you can do something else.

Doctor:

Hello. My name is Doctor-

Dr. Shu-Yi Emily Wang:

So let’s watch the video.

Dr. Chappell:

I have used GoReact in several of my courses, including the introduction to the profession of nursing during COVID. I’ve also used it in my evidence-based practice courses and leadership courses.

Dr. Castang:

We use GoReact in our foundations course, fundamentals, introduction to nursing, like the very first course that the students take.

Mrs. Mooney:

It was our NR 414 health assessment. And this is a course that’s introductory for our nursing students. And it’s where they learn a head-to-toe assessment in preparation to starting their clinicals. So the hands-on practice is essential for these students.

Mrs. Mooney:

We went ahead and used GoReact during the pandemic when we could not bring our students into lab to be able to do any kind of practices.

Dr. Yeman:

It would be for 606, which is the 3 Ps class, Advanced 3 Ps.

Dr. Shu-Yi Emily Wang:

Okay. And besides this, I also ask my coworker, I think that any platform I do have some pro and con. So I also asked them to share with us, what’s the best experience that they learned from this platform. And what would be the least experience they have.

Dr. Chappell:

I have used Go-React.

Dr. Shu-Yi Emily Wang:

So let’s see.

Dr. Castang:

I think the thing that I like most about it is that the students were able to use it and enjoy using it and did not need to purchase it. They didn’t need a whole lot of instruction. And it was very easy for faculty and students to use.

Mrs. Mooney:

Number one, it was a safer platform to work from, versus like a mainstream access such as YouTube. I really like that.

Mrs. Mooney:

When these students were practicing on loved ones and friends, and so there’s a certain amount of privacy there that I think was very important, from a HIPAA standpoint and also just from a personal privacy. So I found that as something I really enjoyed.

Mrs. Mooney:

As I already mentioned earlier, the critiquing throughout, so the student could go back and see exactly what we were critiquing, I found very helpful.

Mrs. Mooney:

And then finally it was easy to navigate with a minimal amount of a learning curve. As I mentioned, it was intuitive.

Dr. Yeman:

I would say its ability to connect students in the online setting. Oftentimes, students come together in discussions, but they really don’t have the opportunity to be able to see each other face-to-face and have those real time interactions. So that’s the part I would say that I liked the best.

Dr. Chappell:

What I like most about the platform is that simplicity and ease of use.

Dr. Chappell:

What I like least about the platform is that it doesn’t have complete integration into our learning management system. And also the cost that you do have to factor in, that it is an additional expense for the school or for the students.

Dr. Castang:

… Anything right now that I didn’t like about the platform. I thought it worked very well.

Mrs. Mooney:

You know, I really found nothing that was very negative.

Mrs. Mooney:

The two things I did take note of, the video quality, although it was good for what I needed it for my assessments, it was something that could be improved upon.

Mrs. Mooney:

Also, there were certain limitations with my ability to present with the students via active management, as well as monitoring.

Mrs. Mooney:

So those are two areas that I say could probably be improved upon. Other than that, I was fine with everything.

Dr. Yeman:

I’ve really thought about this one and there isn’t anything that I would say that I didn’t like about it. Again, I would rate it a 10 out of 10. It was easy to use. I like its ability to connect students. They can record projects. They were easy to grade. I could actually go back with the features and put comments in the exact spot of where the comment was attached to.

Dr. Yeman:

So I would say, overall, there isn’t anything that I don’t really like about it. I think it’s… I think it’s a great product and I’d like to see it be used in a lot more courses.

Dr. Castang:

I think the thing that I like most-

Dr. Shu-Yi Emily Wang:

Okay. I hope that… I see your question, Hillary.

Hillary Gamblin:

Yes. Yes, there’s so many different use cases that you have for there, which I think is fantastic. It just shows you the breadth of this tool. And you also saw that as well.

Hillary Gamblin:

One of the things that use cases that your colleagues were talking about was a head-to-toe. So those types of skill assessments that we see a lot with GoReact is having someone perform a skill check-off, right? And then using that to record themselves. You give feedback. Timestamped feedback. It can be with… You can write it. You can voice record your voice, talking about it. You can do video to show them maybe how they do it differently.

Hillary Gamblin:

What were the benefits? What did you notice as the benefits when you were using GoReact for skill assessments?

Dr. Shu-Yi Emily Wang:

Yeah, I have to say the… This platform really offers students is opportunity. They can be creative because they can think about, based on the case scenario, maybe based on the case condition, and what kind of skill they want to implement.

Dr. Shu-Yi Emily Wang:

So it’s that we provide them the way they can be creative. Not only by that, I think the learning process makes student a little bit easier. When I say easier, it means that they can try to [do 00:16:05] you. Some student may be easy to be more anxious, but this one can push student in the easy spot, such as they can recording at the home. And they can already put itself in the learning start with the comfortable zone. So I would say that this is a very vital resource for us, especially when you start to implement some teaching and learning process.

Dr. Shu-Yi Emily Wang:

And in addition, for back of my college shares and then for myself, I think I was very pleasantly surprised how much I enjoy to grading that because when I watch the student videos, I can quickly put out my comments, feedback. Even I can implement, do my personal videos to correct them. So this is not… It’s not a really live… We talk about the live face-to-face interaction, by still increasing the visual abilities for us, between our learning process. So that’s why I have to say this is really promoting the learning and then to use, and not only by that, communicate with the technology.

Dr. Shu-Yi Emily Wang:

And that’s why this is very good beneficials for us to learn about that.

Dr. Shu-Yi Emily Wang:

The other piece, I really also want to share about is that, in the overall, and my colleagues think about the experience and how do they think about the GoReact, maybe increasing my credibility about my personal comments. So let’s take a look.

Dr. Castang:

I describe it as a very good experience. The students were able to use it without any instruction, really. It was pretty self-explanatory and it seemed like they enjoyed using it.

Mrs. Mooney:

Overall, the experience was actually very positive for what we needed. It did have user-friendly interface for both the students, as well as the affiliate faculty, when they were going into review and score the assessments.

Mrs. Mooney:

I also found that tech support was helpful in both the education of the product. Although I will be honest, the product is very intuitive, if you just spend a little time working your way through. They were also good with troubleshooting various problems.

Mrs. Mooney:

And then also I really liked the part where there was critiquing that you could do throughout the video, versus just at the end.

Dr. Yeman:

I would rate this, or I would rate my experience with GoReact as a 10 out of 10. I would certainly use this product again.

Dr. Chappell:

My overall experience with GoReact, I would describe as simple and easy. It is self-explanatory how to film a video and then load it into GoReact. Students can do this from any device that they have available. From their phone to their iPad, to their computer. They can just record a video and load it into GoReact, or they could also go into GoReact and then record the video directly from there. I also love that it’s HIPAA compliant and that it’s FERPA compliant. And we have a secure a platform to share ideas and discussions together.

Dr. Shu-Yi Emily Wang:

Yeah.

Hillary Gamblin:

Fantastic.

Hillary Gamblin:

Actually, we actually did some research asking students what their favorite features were for using GoReact and we just published some of this information. But some of the things that we’re talking about today are exactly those things.

Hillary Gamblin:

As she said, ease of use of uploading videos, which sounds like such a simple thing, that was one of their favorite things.

Dr. Shu-Yi Emily Wang:

Yes.

Hillary Gamblin:

And also timestamped feedback.

Dr. Shu-Yi Emily Wang:

Uh-huh (affirmative).

Hillary Gamblin:

Getting that feedback.

Hillary Gamblin:

And then the next thing that, I know that we’re going to talk a little bit more about, was the peer interaction that they were able to have by using GoReact.

Hillary Gamblin:

Along with using GoReact to assess skills, like a head-to-toe assessment that most people use it for, you use it for peer videos, like an EBP ethics film review reflection, an EBP poster presentation. I know you mentioned these two assignments and the Nurse Educator video, but could you go into a little more detail about these types of assignments, and how you set them up?

Dr. Shu-Yi Emily Wang:

Yeah, definitely.

Dr. Shu-Yi Emily Wang:

Yeah. And actually you are right, Hillary. I always do more peer process instead of individual assignments because I think we are all nurses and its very important part is its collaboration work. It’s such-

Hillary Gamblin:

Yeah, it is.

Dr. Shu-Yi Emily Wang:

… It’s so important. So that’s why…

Hillary Gamblin:

[crosstalk 00:20:32]

Dr. Shu-Yi Emily Wang:

And here is the example I took from my class.

Dr. Shu-Yi Emily Wang:

So let me talk a little bit of background about this course. This course is graduate student level. And then the course design actually was implemented three very important concepts. One is called a physical assessment. The other one is patho and the forum.

Dr. Shu-Yi Emily Wang:

But since this is graduate level, so I’m not teaching for the foundation. So I have to move the student level up into the analysis, even for the… We talk about critique. And even integration piece. Because of that, when I designed this course and adapt the [story 00:21:05] at platform, and I think about, I’m not going to ask student just do the individual summation because the… Maybe what they have to do is think about the… If they can critique the video. So such as they can know, what is correct? What is incorrect? They can help us to know about the student, know about the content. It’s very clearly.

Dr. Shu-Yi Emily Wang:

So you can look at the… On the left-hand side here, I tried to do is set up by my weekly assignments. And then this weekly assignment will be implemented three components, I just mentioned about. Can be physical assessment. Can be the pharma cards. And it can be the discussion forum. When I say discussion forum, is I throw in the case scenario. So they are going to discuss together.

Dr. Shu-Yi Emily Wang:

But the first I have to say is because this is my class, so in order to know about my student’s background, so I also implement the one tip, is on the top. You can see in here, perhaps harder to see all. It’s called Introduction. So the student going to introduce their self to me. I think this can bring in my relationship with my students so closely.

Dr. Shu-Yi Emily Wang:

So the student just records you a video. So we can, kind of like a warm-up, know about what is your expectation for this course.

Dr. Shu-Yi Emily Wang:

And moving forward, you can see in here, I have a physical assessment and then related to the neuro. I do have a pharma card to concept mapping. And… But the interesting part is called Discussion Forum.

Dr. Shu-Yi Emily Wang:

So on my course, I think, most of the students at school, they decide Discussion Forum is learner student doing for their initial post and they are going to respond to each other. But I will think about things they all working online. Will that be possible? We can just put a student as the group and they will discuss the information they might… We ask them to discuss.

Dr. Shu-Yi Emily Wang:

So here is the example, talking about… I [found 00:22:55] my case scenario. This case scenario is going to implement three components related to the forum, patho, and the physical assessment concept.

Dr. Shu-Yi Emily Wang:

So I have five questions here for them to respond to this, related to scenario. And that definitely, the student need to work on some literature review and maybe do some research.

Dr. Shu-Yi Emily Wang:

And on the right-hand side, I’ll just quickly… Share with you guys, this, the Grading Rubric, related to their participation.

Dr. Shu-Yi Emily Wang:

But if you scroll down a little bit to see on the left-hand side here, I try to group my students. I’m not doing for the individual post. I’m doing for the grouping discussion.

Dr. Shu-Yi Emily Wang:

So for example, I have two groups. So the first group I identify, they are the Beauty Group. The other group I’m talking about, they are the Goodness Group. So what the Beauty Group’s going to do is based on the initial post. And then the Goodness Group is going to listen in their initial post. And then they are going to add on the additional information they think about. And also they are going to critique their initial post.

Dr. Shu-Yi Emily Wang:

And I always treat my student as the master person in the class. So I really listen my student’s feedback. So right now, what I’m going to do is share with you guys the video about… I do the editing. So it’s not complete video because time-consuming, but you guys can see the flow of the discussion. What does it look like? So let’s watch the Show Videos.

Hannah A:

This is the Beauty Group for the [inaudible 00:24:27] and discussion. I’m going to start by reading the scenario.

Hannah A:

“Mrs. A is a 52-year old. First question is, review Mrs. A’s diet. And what factors in her dietary choices might contribute to development of colorectal cancer?”

Christopher F:

Okay. So in the setting of colorectal cancer, diets that include vegetables, fruits, whole grains, these things have been linked to a decreased risk of colon cancer. Those things aren’t-

Hannah A:

Good job, Chris looks like we covered most of it.

Hannah A:

Do you guys have anything to add? Nope?

Hannah A:

Okay. Next question.

Hannah A:

“Colorectal cancer often arises from, and adenomatous polyps. What are the development in histologic features of these polyps?”

Dawn B:

When we’re considering the development of these polyps, Shussman and Wexner, 2014, describes the adenomatous colorectal polyps as benign tumors that originate from the mucus-secreting colonic epithelial cells.

Hannah A:

Do you guys have anything to add to the discussion about Mrs. A? You guys all did such a good job.

Hannah A:

All right.

Kassi L:

[crosstalk 00:25:57]

Hannah A:

Well, let’s check the references to the discussion posts and we look forward to hearing from the Goodness Group.

Anne S.:

All right. Hi everyone. We are the Goodness Group. I’m Anne.

Shawnna P:

I’m Shawnna.

Loretta V:

And I’m Loretta.

Anne S.:

And we are responding to the Beauty’s analysis of this week’s discussion on G.I., on which they did amazingly, I’ll say. Good job, y’all.

Shawnna P:

Yeah. For sure.

Anne S.:

And… So for our first point for reviewing Mrs. A’s diet, it says, “What factors in her dietary choices might contribute to the development of colorectal cancer?”

Anne S.:

And Chris did a really good job talking about processed foods and red meats.

Anne S.:

And I found an article from the British Journal of Medicine that talked about BPA and cancer risk with that. And how there’s often BPA in the plastic trays that frozen meals come in.

Anne S.:

And so not only is your food touching it, but also when you heat up the plate, the plastic, it leaks into the food.

Anne S.:

So that can definitely increase cancer risk as well.

Loretta V:

I know. It’s such a shame.

Shawnna P:

Yeah. Yeah.

Anne S.:

And even those ones, I think of those ones that have the plastic film on top, too.

Shawnna P:

Mm-hmm (affirmative).

Anne S.:

And it’s just… Just getting in there.

Shawnna P:

Yeah. All that condensation that’s sitting there. And…

Anne S.:

Mm-hmm (affirmative).

Shawnna P:

Thanks.

Loretta V:

The article that I had found, it’s from Nutrients Magazine… Or Journal. Colorectal cancer and nutrition, obviously a lot of the same information that the other team had that-

Dr. Shu-Yi Emily Wang:

Okay, so through this show video, yeah, I do the editing, but I just want to quickly explain.

Dr. Shu-Yi Emily Wang:

So the initial… The group, four of them. You can see, they have someone in charge. So we also choose each student to be a leader.

Dr. Shu-Yi Emily Wang:

So the student in charge guides the group discussion. And then every student trying to do its contribution that they are finding. But they are finding is not just [siding 00:28:33] talk. They have to do is finding some resource.

Dr. Shu-Yi Emily Wang:

But this group, they are trying to do is they have to watch their videos and they know… And definitely, first of all, they need to know about the case scenario background. They need to know about what patients they are going to work on. So they… We use the same content, but they just play different roles.

Dr. Shu-Yi Emily Wang:

So the first group do the initial post. The second group, what they try to do is watch their video and respond to make sure, are they responding correctly? If not, what information they would like to add in.

Dr. Shu-Yi Emily Wang:

And then through this process, you also can see the student try to do, is teach each other, because they find something new, they share with the group.

Dr. Shu-Yi Emily Wang:

So this is a very good… It puts the students in a self-engagement. Not only by that, the students, building their collaboration work, and in order to learn some new material throughout their learning process. Thank you, Hillary.

Hillary Gamblin:

Just to go off a little bit more about that, because I love how you share, how you set this up, and the fact that this is for graduate students too, that this doesn’t… We think of sometimes GoReact is used mostly in undergraduate, but it can also be used in graduate courses as well, for these more critical thinking-type skills.

Hillary Gamblin:

What were the benefits that you saw using GoReact for these type of peer videos? What did you see that it enhanced?

Dr. Shu-Yi Emily Wang:

Yeah. Like I just talked about, you totally can see the group work, team, at their work. The other piece is, for me is as instructors, when I review the student statements, such as I watch their video they present, I can think about their critical thinking process and how they respond to the questions.

Dr. Shu-Yi Emily Wang:

The other piece, I know that right now we address the lines called clinical judgment. So based on the case scenarios… So these case scenarios, what would be the appropriate intervention we should provide? So I can call out to see throughout their conversation. So I think that’s the very important part.

Dr. Shu-Yi Emily Wang:

One more thing I can do, observation skills. And then you can see three people here and then you can… You also can see who is put more work, who doesn’t. And then some… For example, I don’t want to point out which student, but I’m just talking about sometimes you can throw out this teammate and then some student was more anxious about, or I missed this part or I missed that part.

Dr. Shu-Yi Emily Wang:

And the other piece I have to say, the… This platform helped me… Is the create. And also delivery presentation with the very valuable moment-moment feedback. And… But definitely, and then Hillary, talking about the skill check-off and then something we cannot replace. It definitely found the in-person, if you really want to do the… We’re talking about the less time consuming. And I would say skill check-off in-person is still very important part. I do not want to say we have to replace. Use the technology because sometimes we need to correct students here immediately.

Dr. Shu-Yi Emily Wang:

But if you can lift the something behind on top of that, you don’t have to provide the feedback immediately. Maybe this platform can offer you the great tool and then you can implement, design any teaching strategy you would like to implement.

Dr. Shu-Yi Emily Wang:

For me, I’m also doing for the various discussion and also I’m doing for the critique. When I say critique is the physical assessments. I give the students, former students video.

Dr. Shu-Yi Emily Wang:

But you know that the student videos always have incorrect skills. But I want the student try to point out to me, where is the mistake? So what does that mean? That means student need to know accurate first. So if you did, they don’t know what’s accuracy. So they do not have a chance to correct. Or maybe they do not have any idea to correct the missing areas. So that’s another part. I try to enhance their thinking process and [inaudible 00:32:28] kind of presentation style too, because the presentation they can do is that we always use the in-person, but sometimes student will be lost, the focusing. But our students try to do is do the… Kind of like right now we have a virtual conference. We still need to train these students how to do the virtual recording your presentation.

Dr. Shu-Yi Emily Wang:

So the student recording their stuff and putting it into the platform and then allow other students, they can go to watch the topic they are interested in about.

Dr. Shu-Yi Emily Wang:

So I have to say that this general idea for me is I’m… I don’t want to say I’m the defender of GoReact, but I really adopt a lot of different teaching methods and try to implement increasing my teaching learning process. And I’m still learning. And I still try to find the good way. But I have to say, maybe that we can listen our student’s side because the student is our key person. The student feedback can be… Help us to learning about how can we approach.

Kassi L:

This is the Beauty Group.

Dr. Shu-Yi Emily Wang:

So I would let you guys… I’ll share my students’ feedback with you guys.

Hannah A:

The activities I completed on GoReact in NR 606 is group discussions, discussion responses with a group. I completed an introduction through GoReact and we also completed group critiques of the concept maps and the assessments, in our 606.

Hannah A:

Another thing that I completed on GoReact was an individual musculoskeletal assessment that I recorded at home.

Dawn B:

I think my favorite part of it was independently learning. I view things as one way, where somebody might view things differently.

Dawn B:

And I appreciated being able to collaborate on our information and kind of be able to pick different things from everybody around in the group and I think learned more than I would have independently, because I have their feedback and support and their point of view, which I might not have had otherwise.

Kassi L:

But like our discussions were much more discussion-like, and sometimes with formal writing versus speaking, the message can come across differently. So it is nice just to have the extra social cues to portray and receive messages as they were meant to be.

Christopher F:

I really liked the platform. I really, really enjoyed that it was a tool to be interactive.

Christopher F:

I sort of loathe the written discussion posts, to speak frankly. I think that they become this sort of repetitive, like weekly research paper with very stringent APA formatting guidelines. And those things are very important.

Christopher F:

But what we really miss is that interaction, especially as nurses, are… We interact with people so often. And it’s so important to do that. And you miss out on that when you’re just making weekly discussion posts to an online forum.

Christopher F:

So it was really, really nice to be able to engage with other students, to engage with the instructor, being able to post attachments to the videos, such as our reference pages to make real time comments that were timestamped to the particular point in the video. That was helpful from a student perspective, as the instructor was providing real time, timestamped feedback to particular comments, particular things that were said in the video. That was very helpful.

Christopher F:

And the ability to see and view the documents in the assignment instructions that were posted by the instructor was very helpful.

Christopher F:

So I really enjoyed the most was the first assignment in this course, utilizing the GoReact platform to have each of the students, as well as the instructor, to post just an introductory video. There were no strings attached. It was introduce yourself. Who are you? Where do you work? What’s your previous experience? That’s so critical for me to understand whom I’m working with and really as the… To understand who the instructor is, that you’re working with. It’s really great. I think it correlates to our work as nurses. This is a… Nursing and healthcare is a team sport, as is being successful in a master’s program.

Christopher F:

And so I really, really enjoyed being able to see and hear and collaborate with, not only my peers, but those that were in the other group. We were able to respond to them and interact with them through video and audio, as well as with the instructor, I think was vital.

Dr. Shu-Yi Emily Wang:

So you can see the students can share their individual reflections.

Hannah A:

[crosstalk 00:37:26].

Dr. Shu-Yi Emily Wang:

We also can put a student into the group. They still can share their reflections. So here’s another way to present.

Shawnna P:

I liked it a lot with discussion posts. I think it was really hard to reply in type, typing out discussion post responses because a lot of that is, “Yeah, I agree. Great post” kind of stuff. Where this way, it truly is discussion between the three of us. And I liked that a lot.

Loretta V:

Mm-hmm (affirmative).

Anne S.:

Yeah. I think it’s a really good model for doing the discussions because we actually get to literally discuss even when we’re not in-person. And then also watch each other’s discussions and have the professor watch our discussions and grade our thought processes that-

Loretta V:

Yeah.

Anne S.:

… Way, rather than how we write things out, because that could be very different.

Anne S.:

Yeah. Were you going to say something else, Lola?

Loretta V:

No, I was going to say it’s really a nice interactive way for students to get together and have discussions. I preferred this so much more than actually doing just regular discussion. And it was kind of fun and neat to get to know you guys. So…

Anne S.:

Yeah.

Shawnna P:

Yeah.

Shawnna P:

But what I liked least about it is we’re all professionals, we all have jobs-

Anne S.:

Mm-hmm (affirmative).

Shawnna P:

… Families, that kind of stuff. And trying to get us all together to do some weeks, we had three different GoReact videos that we needed do and to be able to get together. So that made it a little bit hard. That’s not the platform’s fault. It’s just any platform we would have that struggle with. It was just difficult to get us all together sometimes.

Loretta V:

Mm-hmm (affirmative).

Anne S.:

Yeah. That’s a really good point, Shawnna. Yeah. I think I… As hopefully a future course instructor from a pedagogical standpoint, it’s like, you’ve got your paper writing exercises and you’ve got your thinking stuff out, critical thinking discussion exercises, and they don’t need to overlap. You know, when I’m asking you think critically, that doesn’t need to be a practice in APA formatting and paper writing. It’s… And this is a good way to just assess that aspect of it, without making the students intermingle that with their other skills of paper writing.

Shawnna P:

Great point. Yeah.

Anne S.:

I think this platform, specifically GoReact, is pretty useful in that it’s all just very centralized around this one course, where we can just jump in, into the discussion board that’s already laid out for us. And then I think our professor can jump in pretty easily as well.

Loretta V:

Mm-hmm (affirmative).

Anne S.:

To watch.

Loretta V:

Yeah, what I liked most about it was I liked critiquing the students that… Or the people that I saw in the videos.

Loretta V:

And then I enjoyed the little film we did the other day. That was fun. I liked that. And I agree with Shawnna about having trouble. I’m… I got called into the OR right before we were supposed to have-

Anne S.:

Mm-hmm (affirmative).

Loretta V:

… One of our sessions. So I had a hard time meeting it. I always have a hard time trying to coordinate my stuff with everybody else’s. But that’s the busy life of a nurse, right?

Anne S.:

Mm-hmm (affirmative).

Shawnna P:

And a student nurse slash student.

Anne S.:

Right.

Shawnna P:

Well… And Anne, you really pioneered our way of doing the discussion posts, which same as an educator, I would also want to do with being organic, right?

Anne S.:

Exactly.

Shawnna P:

We would do everything on our own and we wouldn’t really talk about it until we got on camera. And so then things just flowed and mistakes happened and giggles happened and all of those things. And I think that it’s just the perfect way to learn. It was, as you said, organic, and it just all came-

Anne S.:

Mm-hmm (affirmative).

Shawnna P:

… Together and it ended up being really good.

Shawnna P:

So thank you for that. Otherwise, I would’ve been, “Let’s do number one, and you do number two…”

Dr. Shu-Yi Emily Wang:

Yeah. But I just want to share this last part.

Dr. Shu-Yi Emily Wang:

When I watched this one, I was little bit touched, my heart, it’s because I feel my students not only doing it for the assignment, they also support to each other. I did see a little bit humanities there because the… When we do the online, sometimes you don’t see each other, but, you know, [inaudible 00:42:43] kind of feel like, oh, I don’t, I always miss the meeting and blah, blah, blah.

Dr. Shu-Yi Emily Wang:

And then the peer was trying to give the support, but you know, we are organic. So that’s why I feel that this is truly nursing, is the parts, the parts that are missing for the humanities.

Dr. Shu-Yi Emily Wang:

But I would like to draw the conclusions. I think the former students’ feedback, they’re also talking about… And even though the… This is a very user-friendly platform, but as the instructors, I would… I have to say that you need to be very well organized and then set up so well about your platform, your assignments, learning by that, you need to maximize the features into… I’m talking about… Under… For the GoReact platforms. So that can make your… This kitchen learning process is much easier, especially if you are working on some discussions and then if the class is going to be online. So if you set up… Lay out everything just so smoothly and the student can just follow the steps. Like their feedback they share with you say, it’s easy to just jump in and they start to do their work.

Dr. Shu-Yi Emily Wang:

So that’s the part of problems that we need to pay more attention about that, for your course design.

Hillary Gamblin:

Perfect. Thank you.

Hillary Gamblin:

Emily, thank you for taking the time to just share your colleagues’ and your students’ experiences, especially your student experiences.

Hillary Gamblin:

It’s… We don’t hear those as often. More often, we hear about colleagues, which is important too, but it’s also important to hear a student’s perspective.

Hillary Gamblin:

Thank you for answering all my questions. I’m sure your responses have sparked some ideas and questions of our own.

Hillary Gamblin:

So we’re going to do a few questions for the Q and A. And then we will end the workshop.

Hillary Gamblin:

The first question that is here, I think we can answer pretty quickly. “Does Emily and her colleagues use GoReact for undergraduate or graduate programs?” And it sounds like you use it for both, right?

Dr. Shu-Yi Emily Wang:

Correct. Yes.

Hillary Gamblin:

And then the next question kind of follows into this and says, “Since the speaker uses GoReact in graduate program, can the host or panelists share their experience using GoReact and their undergraduate courses and including any challenges?”

Dr. Shu-Yi Emily Wang:

Mm-hmm (affirmative). I think the video that my colleagues… Actually, they all teach for the undergraduate. So that’s why that they share with you the what is the best, what is the least experience they have for the GoReact.

Dr. Shu-Yi Emily Wang:

And for me… Yes, I’m teaching for the graduate students. But currently the… This course designed, all the students you saw is related to my graduates course, but I’m pretty sure they still can… I have one coworker. She’s right now, she’s using for this platform and trying to do it for the undergraduate course for the EBP course, because the EBP still need do a lot of discussion forum. So I would say, I don’t want to discriminate which programs. I have to say, depending on your course content. What do you like the student to do? And then you can just utilize your course material, plus your course, your classroom activity.

Dr. Shu-Yi Emily Wang:

So I don’t see that limitation into the which programs. It’s just the way, how you try to decide your course activity.

Hillary Gamblin:

Yeah. And to add to that, I’ve seen, talking to different nursing educators that have been using this program, some of them use it with some of their existing simulation technology. So they use it with SIM lab videos. I’ve seen them use it for skill check-offs. I’ve seen them use it for discussing, working with communication skills with patients. Like they have to do for Med administration, like they have to tell their patient what the new medication is and how it’ll affect them and do a role-play like that.

Hillary Gamblin:

So it really does depend on how you want to use it. And there’s so many creative and fantastic ways that people use it. And we’ve seen you do that as well.

Hillary Gamblin:

I think there’s just one that was in the chat and that’s it. And it says, “Are there any skills that you teach that work particularly well over GoReact?”

Dr. Shu-Yi Emily Wang:

You said that teaching in skill or [what 00:46:56]?

Hillary Gamblin:

Skill.

Dr. Shu-Yi Emily Wang:

Skill, because the way I do that… I say the… I think observation, the student, we can increase the student observation skills and also for the knowledge concept. For the… We talk about their critique, critique parts. I think that’s the parts I see through my implementation using this platform. So I… Because they have to watch the video, so observation skill improvement.

Dr. Shu-Yi Emily Wang:

The other piece is they have to think is any things they have, they are inappropriate? Or maybe the thing is doing incorrectly. So that’s why, also increasing their critical thinking skills. So, that’s the major parts I see through my teaching experience.

Hillary Gamblin:

Fantastic.

Hillary Gamblin:

I think we’re able to answer everybody’s question, which is brilliant. That’s what we love to do.

Hillary Gamblin:

Now, before we like to end, I actually like to ask our guests to share three takeaways. So Emily, what were your three? What would be your three takeaways you’d give for someone using video assessment tool and their nurse… In nursing education?

Dr. Shu-Yi Emily Wang:

Okay. And I do have something to share.

Dr. Shu-Yi Emily Wang:

So here… The maybe educator, you were wondering so why I need to integrate the technology into my classroom. But I have to say the… Because this is the trend and even the pandemic is already teaching us. We are not doing for the transitional way. We want… Need to implement that some new technology into our teaching process. And then, like in the beginning I shared about distance learning. It’s also, it is not a new term. It’s already… Is there. And then we just need to try to find a beneficial way to make our teaching, learning is more effective.

Dr. Shu-Yi Emily Wang:

So through this platform, I have to say, I see… I can increase in the students self-engagement. I can improve their… Kind of like student work. It’s the team and improve their collaboration work. Definitely increasing the instructor and the students’ interaction.

Dr. Shu-Yi Emily Wang:

It’s more like a little bit virtually. It’s instead of just doing for the old paperwork, but to use any platform, I have to say, we are the nurse. We always say, oh, we cure our patients just sometimes, right? And then we release the patient, symptom can be often. But we always try to make our patient, even our students, can be comfort. So that’s why… And if you start to implement any platform, I will suggest three things, always keep in mind. Assessed. And learn it. And also evaluate. So…

Dr. Shu-Yi Emily Wang:

And then try that. Make it simple. I have to say, take an opportunity to learn any platform, any technology you might have, and it might be not changing your teaching pedagogies. But it can change your perspective.

Dr. Shu-Yi Emily Wang:

Thank you for having me here today. I really enjoyed it, to share my experience with you guys.

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