As university graduates enter into complex and rapidly changing job markets, they often face a competitive and challenging employment search process. Well-developed employment search and interview skills are essential, and practicing techniques can improve successful outcomes (Ward, Leuty, & Corie, 2016). Web-based video employment interviews, both synchronous and asynchronous, have become more common in industry with advanced technology, increased remote employment opportunities, and a more global employment population (Gorman, Robinson, & Gamble, 2018). Practice of interview skills using web-based technology can be easily integrated into both onground and online programs, in all programs and levels, and using technology to develop and enhance students’ search and interview skills for post-graduation employment.
In the final capstone course in our online nursing graduate program, students choose the type of position they wish to pursue, and develop a toolkit to enhance readiness for a comprehensive employment search. Students participate in a simulated synchronous interview via a web conference program, meet with a search committee consisting of faculty, and role play an actual interview that is recorded. Following the interview the student is provided with a video to analyze, identify areas of strength and improvement, and use guided reflection for self-assessment. Video recording of performance is a technique commonly used in nursing for assessment and reflection of clinical judgment skills (Bussard, 2016), and reflection is a well-recognized pedagogical practice used across disciplines to increase depth of understanding, self-analysis and perception (Pellegrino & Gerber, 2012; Rose, Sierschynski, & Bjorling, 2016; Sydnor, 2016, Zafer, 2015). Our students are accustomed to these techniques, thus anxiety over technology has not been an issue, and the focus is fully on development of interview skills.
Student reflections report increased self-awareness of their performance, responses, use of body language, and the ability to move forward with greater confidence in their interview skills. This has been demonstrated to be an effective and useful component of the employment preparation unit provided as part of program completion.
Link to example artifact(s)
The employment interview is completed towards the end of the final capstone course in a Masters of Science in Nursing Education program. Students choose from a selection of possible positions, are provided with a full job description, and an appointment is made for the interview. Students are expected to present themselves as for a professional interview, and are provided with resources to prepare for this earlier in the course. The 30-40 minute interview occurs using a video web conference format which they are familiar with from previous courses. Immediately following the recorded interview the faculty creates a video (youtube), sends the link to the student within hours of the interview, and the video provides the basis for them to prepare their reflection assignment. An example of the interview is provided here (permission provided by the student): https://youtu.be/cuKoo95O0g0
Link to scholarly reference(s)
Bussard, M. E. (2016). Self-reflection of video-recorded high-fidelity simulations and development of clinical judgment. Journal of Nursing Education, 55(9), 522-527. https://doi.org/10.3928/01484834-20160816-06
Coffey, A. M. (2014). Using video to develop skills in reflection in teacher education students. Australian Journal of Teacher Education, 39(9).
Gorman, C. A., Robinson, J., & Gamble, J. S. (2018). An investigation into the validity of asynchronous web-based video employment-interview ratings. Consulting Psychology Journal: Practice & Research, 70(2), 129-146.
Pellegrino, A. M., & Gerber, B. L. (2012). Teacher reflection through video-recording analysis. Georgia Educational Researcher, 9(1), Article 1. https://doi.org/10.20429/ger.2012.090101
Rose, E. J., Sierschynski, J., & Bjorling, E. A. (2016). Reflecting on reflections: Using video in learning reflection to enhance authenticity. The Journal of Interactive Technology & Pedagogy, 9. https://jitp.commons.gc.cuny.edu/reflecting-on-reflections-using-video-in-learning-reflection-to-enhance-authenticity/
Sydnor, J. (2016). Using video to enhance reflective practice: Student teachers’ dialogic examination of their own teaching. The New Educator, 12(1), 67-84. https://doi.org/10.1080/1547688X.2015.1113346
Ward, K. W., Leuty, M., & Corie, J. (2016). Effectiveness of a job search and interview skills workshop for graduate students in communication sciences and disorders. Contemporary Issues in Communication Sciences & Disorders, 43, 174-181. https://doi.org/10.1044/cicsd_43_S_174
Zafer, S. (2015). Watch your teaching: A reflection strategy for EFL pre-service teachers through video recordings. Procedia-Social and Behavioral Sciences, 199, 163-171. https://doi.org/10.1016/j.sbspro.2015.07.501