Student-led video project to develop teamwork, communication and digital skills in first-year nursing students: a longitudinal quasi-experimental study

Abstract

Background Soft skills—such as teamwork, communication, and digital competence—are essential in nursing education to ensure safe, patient-centered care. However, they are not always systematically developed or assessed in undergraduate programmes. Methods The aim of this study was to evaluate the long-term impact of a collaborative, student-led video simulation project on the development of teamwork, communication, and digital competencies among first-year nursing students, and to explore gender-related differences. A longitudinal quantitative study was conducted in which students worked in self-selected groups to design and produce a short instructional video simulating a nursing technique. The intervention was embedded in practical sessions and included a workshop on video tools and peerand instructor-led presentations. Teamwork was assessed using the validated RUTE questionnaire through self- and peer-assessment, while digital and communication skills were measured using an ad-hoc questionnaire. Outcomes were measured at baseline (T1), post-intervention (T2), and one-year follow-up (T3). Results Of the 167 eligible students, 164 participated (98.2%). Teamwork self-assessment improved significantly in Active Participation (dim 3: T1–T2 p = 0.01; T1–T3 p = 0.006) and Achievement of Agreements (dim 7: T1–T2 p = 0.001; T1–T3 p = 0.01). Coordination (dim 5) improved from T1 to T3 only (p = 0.02). At T2, peers rated classmates higher than self-ratings in most dimensions, indicating self-underestimation. Digital skills (n = 134 T1; n = 100 T2; n = 53 T3) increased in five of six items short-term; by T3, information sharing, content creation and use of multiple file types showed sustained gains. Communication improved short-term in non-verbal aspects and topic-appropriate speaking, with partial retention at T3. Gender analyses indicated baseline differences in task fulfilment and longer-term gains in certain digital skills among men; interpretation is cautious due to female predominance.