Students are seeking greater flexibility with online and mobile technologies that enable them to learn where and when they want to. In response, nursing educators are increasing blended delivery of programme content. This includes using video to enhance students’ knowledge, practical skills, and interpersonal learner competencies, and to link face-to-face learning with clinical practice in diverse health settings.
Claire Goode, Liz Ditzel, Jean Ross and Karole Hogarth undertook a review of video-enhanced learning and teaching in tertiary education for the health professions. Video can be used in many different ways in nursing education, including web-based video lectures, video podcasts, video-assisted feedback and debriefing, video media in simulation education, and videoconferencing for clinical skill development.
The use of video as a visual medium is already incorporated into the Bachelor of Nursing programme at Otago Polytechnic, as the following three examples show:
- Video integrated into an applied science course, to guide learning about lived experiences of acute and chronic health conditions.
- Video used to explore and challenge students’ attitudes and perceptions of the roles played by nature—biological, genetic factors—and by nurture—parenting, environment, and culture—in human development.
- Video used to provide students with the personal stories of health consumers living in a small rural community, thereby enhancing students’ understanding of nursing practice in a rural setting.
This review has been published as a chapter in the book Video Pedagogy edited by Gedera and Zalipour. The use of video is firmly established as a learning pedagogy for nursing students, and has resulted in improved outcomes for our students. The researchers recommend continued integration of video in 21st century nursing education.