Date of Conferral

2021

Degree

Ph.D.

School

Nursing

Advisor

Maria Ojeda

Abstract

Applications to nursing programs have grown at exponential rates causing a shortfall of clinical locations and lack of available clinical experiences. This negatively affects nursing students’ access to bedside patient care, affecting nursing students’ ability to safely learn and practice basic nursing skills. Nurse educators need to create robust learning experiences for students to learn basics nursing skills and gain confidence and competence in these skills. Video recording in nursing education is an underutilized teaching method that supports various aspects in student learning of skill acquisition. The purpose of this study was to explore Associate Degree Nursing (ADN) nursing students’ perceptions of their confidence and competency following a simulated video recorded and self-reflection in nursing skills practice. Miller’s assessment of clinical skills guided the qualitative, phenomenological interpretative design used to explore the lived experiences of nursing students undergoing video recording while engaging in a basic-nursing skill learning activity. Data collected from ten second-semester nursing students were manually coded and analyzed; two themes emerged: lacking confidence and knowledge and feeling confident and knowledgeable. Quantitative studies are needed to explore differences in competence and confidence for students who participate in video recording and self-reflection compared to students who do not participate in this experience. The results of this study can be used by educators to design recorded simulated learning activities to help students develop confidence, safety, and security in their learning and provide more robust learning experiences for the nursing students lending to learning experiences that promote a positive social change.

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