Self Confidence is a crucial component for students to achieve effective clinical performance. Lacking confidence may affect clinical skills performance which later can cause consequences in the safety of care delivered by the student nurses. This study proposes a method to use video on smartphones in teaching hygiene care nursing procedures. This study aimed to evaluate the effects of video of hygiene care on the skills and confidence of nursing students. The main contributions of video using smartphones have a great potential to provide clinical nursing education that is accessible, relevant, and supports patient safety. This study used a quasi-experimental, pre- test, and post-test design. Seventy-one students divide into thirty-six students in the control group and thirty-five students in the intervention group. The intervention group used a validated video on hygiene care on a smartphone, and the control group only used their nursing procedure book. Both groups were assessed for confidence level using the Confidence Scale and for the skill using Skill Performance Checklist as a pre-test. The same group of students were reassessed after a four-week intervention for post-test. Using descriptive analysis, independent t-test, and paired t-test. Pre-test confidence score, no significant difference in mean in both groups compared to a post-test confidence score. There is a substantial difference between the control and intervention groups. The mean confidence score between the pre-test and the post-test was significantly different (p <0.001,95% CI of the mean difference (-10.038, -9.229). After the test, the total skill performance score improved from the total skill performance score before the test with a mean difference of -29.789. The mean Skill Performance Score before and after was significantly different (p <0.001, 95% CI of the mean difference (-31.515, -28.063). The creation of video in the study serves as a roadmap for future research, particularly electronic learning in nursing education and other hospitals.