“Mirror, mirror on the wall”: The power of video feedback to enable students to prepare for clinical practice

Abstract

This project explored the use of video analysis of self and peer-recorded skill performance to better prepare nursing students for clinical practice. Video technology has been used as an educational tool to prepare skill development for a variety of professions. This Curtin University eScholar project enabled the use of CRITIQUE, a video-analysis learning tool, for the development of psychomotor skills for clinical practice. This quasi-experimental pilot study involved a convenience sample of second year nursing students. A control group experienced the traditional learning experience, whilst the intervention group combined the traditional experience with CRITIQUE. Pre and post-test questionnaires were used to obtain data on student characteristics, self-efficacy, impact on learning processes and usability of the program. Self-efficacy was not statistically significant between the groups; however, the intervention group showed a trend towards greater confidence and perceived ability than the control group, who trended downwards. The CRITIQUE experience positively influenced processes of learning, including reflective practice and 72.8% rated the experience enjoyable and beneficial. These preliminary findings are promising and a larger-scale study is warranted.