Effectiveness of Video Recording and Self-Evaluation for Skill Training in Undergraduate Nursing Education

Background/Objectives: In present nursing education, educators worked to apply new educational strategies that made use of technological development. Evidence emerged for the effectiveness of video-recording and self-evaluating to motivate students’ self-directed learning.

Method/Statistical Analysis: This study evaluated the effectiveness of a skill-training program using video recording and self-evaluation. A quasi-experimental design was used such that 43 students were allocated into experimental (n = 22) and control groups (n = 21). Prior to the intervention, confidence to practice and problem-solving ability were assessed and actual performance of each core nursing skill added to the post experimental evaluation. For statistical data analysis, paired t-test, independent t-test, X2-test/Fisher’s exact test and Mann–Whitney U test were conducted. SPSS was used and statistical significance was determined at the p < .05 level.

Findings: Comparing posttest scores, study results showed statistically significantly better performance in nursing skills (p< .001) and confidence to practice (t= 2.95, p= .003) in the experimental group. The change of scores in the experimental group on confidence to practice statistically significantly improved in the experimental group compared to changed scores in the control group. No statistically significant difference emerged in problem-solving ability.

Improvements/Applications: Based on the study findings, video recording and self-evaluation provided effective training on core nursing skills. However, caution is needed as no clear evidence emerged for problem solving, which is a critical element in nursing education. Thus, we recommend the use of these strategies as a supplement to clinical placement. Future interventions need to provide additional strategies with robust study designs using randomized controlled trials.