Abstract
This study examines the transformation of an innovative teaching technique on students’ learning of infrequent but fundamental nursing skills : enema and urinary cauterization. In the study, ten second-and fourth-year female nursing students first performed the procedures under a teacher’s guidance while a video was being taken. After the procedures, students were debriefed and shown the video for critical self-analysis. Then student again performed the procedures, again with the camera running. Comparing pre-and post-intervention skills at the procedures, students significantly improved their speed, skill, and economy of motion. This suggests that even with few opportunities to practice, such teaching methods can be transform.
