Promoting self-assessment of psychomotor skills in ASN students through peer mentoring and deliberate practice

Nursing schools throughout the country are faced with many challenges. Nursing faculty numbers are dwindling and current student traits are changing, affecting the way they learn and comprehend. Nursing faculty must be able to provide rigorous and effective clinical learning opportunities that are effective for today's nursing student. In an effort to meet this goal, faculty implemented an innovative educational intervention allowing the students to record their first semester skills evaluations for instructor viewing instead of performing face-to-face. Students were allowed practice time and given a rubric and concrete instructions on recording their videos that would include teamwork, civility, integrity, and accountability. The students required a stair-step method approach as some had difficulty grasping the entire process. There were a variety of challenges for both students and faculty that caused tremendous amounts of anxiety and frustration. In theory, this innovation aligned with literature review findings and Earl's Model, but going forward, would recommend this process for more advanced nursing students, who were not in their first semester of nursing school.