Content area
Aim
To evaluate the effect of video-assisted self-assessment on nursing students' knowledge and skills in nasogastric catheter (NGS) insertion.
BackgroundPsychomotor skills are critical in nursing education, but traditional teaching methods often limit students' practice opportunities. Video-assisted learning, especially self-assessment, is an innovative approach for enhancing clinical competencies, yet its use specifically for nursing skill development is under-researched.
DesignParallel-group Randomized Controlled Trial (Clinical Trials ID: NCT06494267).
MethodsThis study involved 65 first-year nursing students at Atatürk University, assigned to an intervention group (video feedback for self-assessment, n = 31) and a control group (no video feedback, n = 34). Both groups received theoretical and practical NGS training. In the intervention group, students’ NGS insertion performances were recorded and reviewed for self-evaluation, whereas the control group received no video feedback. Data were collected using a knowledge test, OSCE-based skill checklist and satisfaction questionnaire. Statistical analyses included t-tests and effect size calculations.
ResultsBoth groups showed significant pre-to-post-test improvements in knowledge and skills (p < 0.05). The intervention group achieved a greater increase in knowledge (mean 60.64 ± 15.53) compared with the control (57.20 ± 18.14; p = 0.417, d=0.203) and a significantly larger improvement in OSCE scores (intervention: 87.61 ± 7.25; control: 61.29 ± 17.51; p < 0.001, d=1.931). Additionally, 94.19 % of intervention group students reported that video-assisted self-assessment facilitated deficiency identification, with 93.55 % noting its support for objective evaluation.
ConclusionsVideo-assisted self-assessment significantly enhances NGS placement knowledge, skill performance and self-confidence, demonstrating its effectiveness for improving nursing education outcomes.
Details
Experiential Learning;
Nursing Education;
Active Learning;
College Faculty;
Academic Achievement;
Measurement Techniques;
Check Lists;
Knowledge Level;
Educational Assessment;
Educational Environment;
Educational Strategies;
Competence;
Nurses;
Control Groups;
Experimental Groups;
Educational Methods;
Learning Processes;
Learning Theories;
Nursing Students;
Class Size;
Blended Learning;
Data Analysis;
COVID-19;
Educational Facilities Improvement
Feedback;
Intervention;
Students;
Work environment;
Smartphones;
Catheters;
Clinical skills;
University faculty;
Data analysis;
Professional identity;
Confidence;
COVID-19;
Medical education;
Reflective teaching;
Active learning;
College students;
Knowledge;
Methods;
Nursing skills;
Tests;
Self evaluation;
Clinical assessment;
Ventilators;
Nursing education;
Competency based learning;
Clinical research;
Evaluation;
Laboratories;
Video recordings;
Clinical trials;
Nurses;
Catheterization;
Teaching methods;
Bias;
Experiential learning;
Skill development;
Hospital costs;
Clinical nursing;
Learning;
Skills;
Education;
Nursing;
Satisfaction;
Academic achievement;
Teaching;
Groups