Supporting Online Postlicensure Nursing Student Success Through Instructor-Created Videos: An Exploratory Quantitative Study

Helena Nadder, Capella University
Scott Wowra, Capella University
Denise Stagg, Capella University

https://doi.org/10.9743/JEO.2025.22.4.16

Abstract

This exploratory study measures nursing faculty and student perceptions of faculty-created videos in an online course. A convenience sample of 254 students and 31 faculty were asked to complete a Likert-scale questionnaire to collect data on the use of video in the course to increase student engagement, motivation, and academic performance. Data analysis was performed via t-tests, chi-square, and ANOVA. Results indicate students and faculty both viewed videos positively. Faculty has a higher preference for other forms of communication to videos (Cohen’s d = .48) and faculty agreed that student success and motivation were positively impacted by welcome videos (phi = .215) and inspirational videos (phi = .125). Faculty and students in traditional online classes found videos more motivating than faculty and students in self-paced classes (Cohen’s d = −.42). Data analysis indicated higher preference for videos in graduate faculty and graduate students, who found them engaging (Ƞ2 = .03) and containing valuable information (Ƞ2 = .02). The implications for practice are that the use of instructor-created videos in postlicensure nursing is supported and should be considered when seeking to increase student engagement, motivation, and academic performance in online learning environments.

Keywords: videos, faculty, students, engagement, motivation