This study explored third-semester baccalaureate nursing students' perceptions of the value of using student-produced video as an approach for learning head-to-toe assessment, an essential clinical nursing skill taught in the classroom. METHOD:
A cognitive apprenticeship model guided the study. The researchers developed a 34-item survey. A convenience sample of 72 students enrolled in an applied assessment and nursing fundamentals course at a university in the western United States provided the data. RESULTS:
Most students reported a videotaping process that worked, supportive faculty, valuable faculty review of their work, confidence, a sense of performance independence, the ability to identify normal assessment findings, and few barriers to learning.
Purpora, C., & Prion, S. (2018). Using Student-Produced Video to Validate Head-to-Toe Assessment Performance. Journal Of Nursing Education, 57(3), 154-158. doi:10.3928/01484834-20180221-05