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Catharine Grob

Page history last edited by sceptrept 15 years ago

Widening access to professional language through enhanced podcasting. From cabbage to C.A.B.G?        

Catharine Grob, University of Surrey   

 

Nursing students find the use of professional language challenging. A nursing student stated ‘ I was sitting in handover and they started to talk about cabbages and then they spoke about S.O.B. and I didn’t have a clue what they were talking about – I had to ask one of the staff nurses what it meant’.  From this lack of understanding the student went on to describe how inadequate she had felt in the clinical setting. Learning the medical language and abbreviations used in practice is part of learning to be professional in order to communicate effectively. In addition there is a legal requirement for trusts to provide a list of commonly used terms and abbreviations used in practice which also helps to enhance patient safety.

 

This paper aims to demonstrate how enhanced podcasts can help in the understanding and learning   of medical language. It will also inform the pedagogical development of enhanced podcasting in nurse education, building on the conversational frameworks cited in the literature and how students and teaching staff, can collaborate in the design of new learning technologies.

 

In this participatory action research study, enhanced podcasts (with both sound and vision), based on terms and abbreviations used in practice were produced. Focus groups involving students, mentors and teaching staff enabled the podcasts to be developed and utilised. In this way phrases such as C.A.B.G is a coronary artery bypass graft and SOB meaning shortness of breath were incorporated into the materials. The pictures were taken from PowerPoint bioscience lectures already attended by the students about various body systems. . In this way clear links were made between theory and practice, a vital aspect of student learning.   

 

The podcasts were produced using Garage/Band software and an Apple Mac notebook. They were produced were scripted and edited by mentors/consultants in practice and nurse teachers to check for quality and accuracy.

 

Whilst the time taken to produce enhanced podcasts is considerable this is offset by their reusability, cross-disciplinary usage and ease of improving the original material. The podcasts were shared between professionals and viewed far and wide exceeding expectations of the scope and distance of usage. They proved invaluable, particularly for students with dyslexia and those with English as a second language.

 

This project is a snapshot of the students’ and tutors’ perceptions and views of using new technologies however the collaborative approach enabled innovative ideas to crystallize out of thin air.

 

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