Nursing students' experiences of being video-recorded during examination in a fictive emergency care situation
2014 (English)In: International Journal of Nursing Practice, ISSN 1322-7114, E-ISSN 1440-172X, Vol. 20, no 5, 540-548 p.Article in journal (Refereed) Published
Background: Promoting bachelor nursing students’ learning in simulated care can be achieved through dynamic scenario-based training sessions that are documented using simple video equipment. One valuable aspect of this kind of training is the subsequent reflective dialogue that takes place between the teacher and the students during the examination.
Aim: The aim of the present paper is to describe bachelor nursing students’ experiences of being video-recorded during an examination with a simulated patient in emergency care.
Method: The study was descriptive in design and used a qualitative approach with written answers to open-ended questions; 44 bachelor nursing students participated.
Results: A latent content analysis resulted in three themes: (1) Visualization may cause nervousness at first, (2) Visualization promotes dialogue and acknowledgement, and (3) Visualization promotes increased self-knowledge and professional growth.
Conclusion: The conclusion is that video-recording is a good way for bachelor nursing students to develop skills in emergency care situations and to understand their own actions; it may also help them increase their self-knowledge.
Place, publisher, year, edition, pages
2014. Vol. 20, no 5, 540-548 p.
Examination, feedback, nursing profession, undergraduate nursing students, video-recording
IdentifiersURN: urn:nbn:se:hig:diva-15260DOI: 10.1111/ijn.12199ISI: 000345640900012PubMedID: 24118615ScopusID: 2-s2.0-84914124051OAI: oai:DiVA.org:hig-15260DiVA: diva2:648405
ProjectsStudenters uppfattningar om att bli videofilmade vid examination – studier av studentaktiv undervisning