Digital recording as a teaching and learning method in the skills laboratory

Aim and objectives To obtain information on how nursing students react to, think about and learn from digital recording as a learning and teaching method over time. Background Based on the teaching and learning philosophy of the university college, we used digital recording as a tool in our daily sessions in skills laboratory. However, most of the studies referred to in the background review had a duration of from only a few hours to a number of days. We found it valuable to design a study with a duration of two academic semesters. Design A descriptive and interpretative design was used. Method First‐year bachelor‐level students at the department of nursing participated in the study. Data collection was carried out by employing an ‘online questionnaire’. The students answered five written, open‐ended questions after each of three practical skill sessions. Kvale and Brinkmann's three levels of understanding were employed in the analysis. Results The students reported that digital recording affected factors such as feeling safe, secure and confident and that video recording was essential in learning and training practical skills. The use of cameras proved to be useful, as an expressive tool for peer learning because video recording enhances self‐assessment, reflection, sensing, psychomotor performance and discovery learning. Conclusion Digital recording enhances the student's awareness when acquiring new knowledge because it activates cognitive and emotional learning. The connection between tutoring, feedback and technology was clear. Relevance to clinical practice The digital recorder gives students direct and immediate feedback on their performance from the various practical procedures, and may aid in the transition from theory to practice. Students experienced more self‐confidence and a feeling of safety in their performances.