The purpose of this study was to explore nursing faculty experiences in creating and using short videos to engage prelicensure nursing students. Short videos are an innovative teaching strategy to help engage learners by decreasing cognitive workload and increasing knowledge retention. Learner engagement in prelicensure nursing education is imperative for the development of the clinical judgment skills necessary for safe and effective patient care. There is a lack of nursing education literature on the creation and use of short videos and limited literature using the cognitive theory of multimedia learning (CTML) as the theoretical framework in nursing education. The research question is as follows: What are nursing faculty experiences creating and using short videos to engage prelicensure nursing students? The cognitive theory of multimedia learning in conjunction with the domains of learner engagement was used as the theoretical framework for this study. Fourteen semi-structured interviews were gathered using a basic qualitative inquiry approach. The information-rich data was analyzed using Braun and Clarke's thematic analysis to find five themes and two subthemes. Participants shared a similar process in how they selected or created videos to use in their didactic course. The five themes are identified gaps in instructional plan, established criteria for using videos, related videos to an activity or discussion, positive student reactions, and increase in student engagement. Findings from this study add to the body of knowledge about creating or using short videos in nursing education. Practical implications include recommendations for the effective incorporation of short videos into the didactic portion of the course to engage prelicensure nursing students. Future research that includes nursing students as participants, graduate nursing faculty as participants, exploring the individual CTML principles in nursing education, how short videos impact student performance, and how short videos impact knowledge retention is needed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]