University to be ‘first’ to use podcasting to teach and assess student nursing associates

Students on the University’s Nursing Associate programme are using podcasting as an innovative way to learn vital communication and team-work skills, as well as developing their critical thinking as they apply their theoretical knowledge to real life scenarios. Lecturers also plan to start using the technique as an alternative way to assess students’ progress.

Clinical Educator Jonatan Berhane introduced the idea after noticing how many of his students enjoyed listening to podcasts, and finding that more traditional teaching and assessment methods like lectures and exams did not necessarily reflect the hands-on, practical nature of nursing.

Feedback has been overwhelmingly positive, with both students and lecturers finding the sessions engaging. The approach has also been praised by students as being more inclusive.

Jonatan explained: “Traditional written exams often favour students with strong academic writing or test-taking skills. Podcasting caters to different learning styles, allowing all our students to demonstrate their skills in a more accessible and creative way.”

Students are given a topic to research, before recording their podcast in small groups using portable and user-friendly equipment, removing the need for technical expertise. The podcasts might focus on solving an imaginary listener’s healthcare problem or explaining a procedure to a child, encouraging students to think about how they would approach a real-life situation that they might encounter in their careers.

Jonatan continued: “Whether reflecting on clinical placements, discussing nursing theory, or exploring patient care scenarios, podcasting gives students a creative and engaging way to learn and to demonstrate their skills to an assessor.

“It empowers them to explore topics in depth, facilitates critical thinking, and enables them to see how theory translates to real-world clinical contexts. Students discuss opposing viewpoints and analyse the strengths and weaknesses of different perspectives in their podcast recordings. This ability to understand and assess information is essential for preparing future healthcare professionals who will need to navigate complex clinical scenarios and collaborate effectively with interdisciplinary teams.”

Nicole Blythe, who leads the Nursing Associate Programme at the University of Salford, said: “Having been involved in nursing associate education since its inception in 2017, I have never seen students so connected and engaged in their learning.

“This shift in assessment method has been, and must continue to be, a carefully planned process that involves bringing both students and staff on board. We are now several months into the planning, and we are excited to launch the new assessment format by next year.”

Using podcasting as a tool for assessment enhances accessibility by allowing students to work at their own pace, aligning with various learning preferences and needs. By focusing on inclusive practices, the team aims to ensure all students have equitable opportunities for success in their studies.

Nicole continued: “The expanding role of Nursing Associates calls for a reimagining of how we educate and evaluate these emerging healthcare professionals. Authentic assessment methods, like group podcasts, support a shift toward learning experiences that are more innovative, inclusive, and relevant to real-world modern healthcare environments.

“Ultimately, this shift in assessment is designed to prepare Nursing Associates not only to support registered nurses but to actively enhance patient outcomes. By emphasising digital proficiency, critical thinking, and person-centred care, we can prepare students to navigate the challenges of contemporary healthcare, making their education as adaptive and dynamic as the profession itself.”