Understanding the lived experience of student-recorded video assessments in undergraduate nursing education during the COVID-19 pandemic

PURPOSE: In-person delivery of courses requiring the assessment of physical psychomotor skills was severely impacted during the COVID-19 pandemic. To compensate, nursing educators implemented emergency procedures to rapidly transition from a traditional, in-person delivery to a remote format. The purpose of this pilot study was to better understand the perspective of undergraduate nursing students and their instructors' lived experiences regarding student-recorded video assessments during the COVID-19 pandemic. METHODS: Six participants (four students, two instructors) were interviewed using a semistructured interview guide. Interviews lasted 60 to 90 minutes and were transcribed verbatim. Using interpretive phenomenological analysis, significant statements were identified and validated between members of the research team and two participants (one instructor, one student). RESULTS: The data revealed two emergent themes: "feelings of vulnerability and uncertainty" and "stress leading to adaptation." A concern noted among participants was privacy regarding student housing situations and feelings of vulnerability when private living arrangements are exposed on camera. Students and instructors both reported that they persevered and adapted to the stressful changes in the mode of delivery. CONCLUSION: Undergraduate nursing students may benefit from nursing educators considering additional planning and accommodations for pandemic- and emergency-related videos recorded by students.