Abstract

Promoting bachelor nursing students’ learning in fictive 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.

The aim of the present paper is to describe bachelor nursing students’ experiences of being videorecorded

during an examination with a fictive patient in emergency care.

The study was descriptive in design and used a qualitative approach with written answers to

open-ended questions; 44 bachelor nursing students participated.

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.

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