Cross-National Student Perspectives on Video Self-Modelling in Nursing Education: Findings from the ClinicalModelling Project

Abstract

This study, explores nursing students’ experiences with video self-modelling (VSM) using smart glasses in simulated clinical training. VSM involves students recording their performance during clinical simulations and later reviewing the footage to identify errors, reflect on their practice, and receive personalized feedback. The method aims to enhance self-awareness, skill retention, and self-efficacy in nursing education. Eleven undergraduate and postgraduate nursing students from Portugal, Spain, Slovenia, and Poland participated in a qualitative focus group after completing training with smart glasses. The researchers analyzed data using Creswell and Poth’s (2018) qualitative spiral method. Three main domains emerged from the content analysis: learning impact, technical constraints, and emotional/pedagogical experience. In terms of learning impact, students highlighted improved self-assessment, reflective thinking, and skill transfer to real clinical settings. Reviewing their own recordings helped them recognize subtle mistakes, retain procedural memory, and improve performance. Personalized feedback based on the videos was seen as more meaningful than traditional methods. However, technical constraints were noted, including issues with device comfort, fit, weight, and recording reliability. While most students adapted quickly to the technology, concerns were raised about the smart glasses’ ergonomics and occasional malfunctioning of voice commands or camera angles. Emotionally, students initially felt nervous and self-conscious being recorded, but this discomfort lessened over time. Many reported increased motivation and confidence as they observed their own progress. Participants expressed strong support for expanding VSM into broader areas of nursing education, suggesting it be integrated into curricula for both technical and communicative skills. Cultural differences also influenced perceptions; for example, Polish and Slovenian students focused on precision, while Portuguese and Spanish students emphasized emotional aspects. Despite some technical limitations, the study concludes that VSM with smart glasses is a promising, learner-centered strategy for clinical education, fostering reflection, autonomy, and skill development. The authors recommend further research into long-term impacts, scalability, and technological improvements to maximize the method’s effectiveness across diverse healthcare training contexts.