Video response technology was used to assess communication skills in 2 assignments in an accelerated BSN program: (1) critical conversations with patients in mental health crisis and (2) simulated professional employment interviews. Students viewed a video prompt simulating a nurse's assessment of a patient with major depressive disorder in the emergency department. The video stopped at a predesignated, critical point in the nurse-patient interaction. Students then filmed themselves responding to the patient as if they were the nurse. After submitting their filmed response, students received a model response, which in this case was to assess for suicidality. In a second assignment, faculty acted as potential employers, filming 2 behaviorally based interview questions as the student prompt. Students responded via video as if they were in an employment interview. Students received peer and faculty feedback via video and written comments for both assignments on their communication style, body language/posture, and response content. Video response activities can typically be housed within any learning management system, and most students are well versed in the use ofa laptop web cam, so the technical demand is minimal. Rubrics may be applied for formative and summative evaluation of communication skills, which is important in assessing competencies. Video response allows capturing of verbal and nonverbal communication, facilitating practice of difficult conversations in patient care and professional communication.