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.
Psychomotor skills constitute the essence of the nursing profession. Nursing skills are tried to be taught by demonstration method in classrooms in a skills laboratory where nurses observe and practice until the skill is obtained ( Baillie & Curzio, 2009). The psychomotor skills of the students do not develop at an adequate level because the practices performed in the laboratory cannot be repeated due to reasons such as the increase in the number of students, unsuitability of laboratory environments and lack of time ( Stone et al., 2020). Teaching using the sensory field provides benefits in the field of teaching and learning as well as facilitating teaching. Video is one of these methods. In the literature, it is mentioned that video-assisted teaching, which is one of the innovative approaches to improving the knowledge and skills of nursing students, is effective ( Korhan et al., 2016). In a study conducted by Lee et al. (2016), the video method was used to teach urinary catheterization skills to nursing students. As a result of the application, it was found that the motivation, satisfaction with the skills laboratory, knowledge-skill scores and confidence in the application were higher in the video group compared with the control group ( Lee et al., 2016). A video developed on any skill can be replayed before practical applications, exams and patient care, allowing the student to learn and review the skill ( Mayer and Moreno, 2005). Thus, it is thought that video application increases skill and student satisfaction ( Sowan and Idhail, 2014). Kolb's experiential learning theory supports teaching through video by acquiring knowledge through reflection and conceptualization in an active learning environment ( Lisko and O'Dell, 2010). Active and experiential learning techniques have been shown to improve clinical practice skills and knowledge in nursing students participating in patient care ( Herron et al., 2019). In a randomized controlled study conducted by Chuang et al. where the effect of urinary catheterization skills video played via smartphones on the knowledge, skills and self-confidence of nursing students was examined, it was observed that there was a significant increase in the knowledge and skills of the experimental group students ( Chuang et al., 2018).
Video can be used as part of a blended learning program that helps the student acquire both knowledge and practical skills through theoretical presentations and demonstrations. Video-assisted learning has an important place in competence-orientated nursing education. This is important when observing practical clinical procedures and measuring skill performance. Gaining competence in nursing skills leads to safer patient care and lower hospital costs. Nowadays, smartphones and tablets are a central part of daily life in terms of communication, these technologies are at students' fingertips and should be combined with educational strategies to achieve learning outcomes that lead to quality care ( Clerkin et al., 2022).
Nursing students are required to demonstrate competence in clinical skills performance during their education as an indicator of their capacity to provide care safely in clinical settings ( Lewis et al., 2020). In this context, the Objective Structured Clinical Examination (OSCE) is one of the approaches used to assess psychomotor skills ( Eyüboğlu et al., 2021). The main purpose of OSCE is to help students interpret and simulate specific skills and behaviors in a work environment and assess their decision-making abilities ( Vasli et al., 2021).
Recent studies have highlighted the effectiveness of video-assisted self-assessment in nursing education, particularly in enhancing psychomotor skills and theoretical knowledge. Çakıcı and Çalışkan (2020) found that a hypermedia-based training method significantly improved nursing students' knowledge, skills, self-assessment and motivation in nasogastric tube feeding education, emphasizing its role in enriching clinical competencies. Chao et al. (2021) demonstrated that an immersive 3D video program enhanced nursing skill competence, reporting higher student satisfaction and engagement compared with traditional methods. Hernon et al. (2024) emphasized that structured self-evaluation of video-recorded performance improved skill acquisition and reflective learning while fostering critical thinking and self-confidence. Additionally, Bambi et al. (2022) found that video-supported self-assessment tools strengthened nurses' skills in non-invasive ventilation (NIV) and CPAP management during on-the-job training in COVID-19 acute care wards.
Traditional methods in nursing education face limitations such as insufficient laboratory resources, large class sizes and time constraints, particularly for technical skills like nasogastric catheter placement ( Baillie & Curzio, 2009; Stone et al., 2020). To address these issues, video-assisted self-assessment emerges as an innovative approach, allowing students to critically evaluate their performance, identify deficiencies and enhance their skills. Studies have highlighted its effectiveness in improving both theoretical knowledge and psychomotor skills. For instance, Bambi et al. (2022) demonstrated that video-supported self-assessment tools significantly improved nurses' skills in managing non-invasive ventilation (NIV) and CPAP in acute care settings during the COVID-19 pandemic. These findings emphasize the potential of video-assisted methods to enhance skill acquisition and satisfaction, even in high-pressure healthcare environments.
Although studies in the literature confirm the effectiveness of video-assisted teaching methods, the uniqueness of this study lies in its focus on students self-assessing their own recorded performances during practical sessions. This approach aims to help students grasp both theoretical and practical knowledge in greater depth. Video-assisted self-assessment allows students to review their performance and identify shortcomings, making the learning process more effective and personalized. This innovative method not only enhances active learning but also promotes deeper understanding and sustainable competency development. The current study evaluates the impact of video-assisted self-assessment on nasogastric catheter placement knowledge and skills, aiming to contribute to evidence-based nursing education by introducing an effective and personalized training model.
1.1 HypothesesH1
. Video-assisted self-assessment increases the level of knowledge of nursing students about NGS placement practice.
H2
. Video-assisted self-assessment increases the skill level of nursing students toward NGS placement practice.
H3
: Video-assisted self-assessment increases nursing students' satisfaction with the learning process of NGS placement practice.
2 Method2.1 Research design
The study was conducted as a parallel group randomized controlled trial (RCT). The study protocol was created using the Template for Intervention Description and Replication (TIDieR) checklist and guidelines. Clinical Trials (ID: NCT06494267). To reduce the risk of potential bias in this study, literature searches, training, data collection and analysis were performed and controlled independently by different investigators. The authors used the Cochrane Risk of Bias Tool to independently assess the risk of bias for accepted studies. The Cochrane Risk of Bias Tool focuses on (a) randomization, (b) allocation concealment, (c) blinding, (d) missing outcome data and (e) other biases. The assessment results of the risk of bias error are divided into low risk (-), unclear (?) or high risk (-).
2.2 Research environment and samplingThe study was conducted at Atatürk University Faculty of Nursing. The population consisted of 270 first-year nursing students in the faculty. There are three branches in Atatürk University Faculty of Nursing and the distribution of students to the branches is made equally by taking into account their academic achievement scores. There are 90 students in each branch in the 1st year. Within the scope of accreditation, each branch takes classes in the same classroom and the same lecturer teaches the subject with the same method. The sample size was calculated using the GPower 3.1.9.7 program (α=0.05, power=0.80, effect size=0.5). A total of 60 students were included in the sample, with at least 30 students in each group. Considering the possibility of data loss, 40 students were included in each group (total n = 80). The study was completed with a total of 65 students, including 31 Intervention and 34 Control groups.
2.3 Randomization and blindingTo prevent contamination of the intervention and control groups, one class was divided as intervention and one class as control. To determine which group was intervention and which group was control, three branches were written on paper and lots were drawn. Since branches A and C were selected as a result of the draw, these branches were included in the study. Lots were drawn again between the A and C branches; the first group (C branch) was the intervention and the second group was the control (A branch). Groups were determined in this way.
In both the intervention and control groups, students performed the procedures in the same laboratory environment, using identical models and materials. Each student's performance was recorded on video in the same setting. These video recordings were assessed by another researcher using the Nasogastric Catheter Placement Skill Checklist, without knowing whether the participant belonged to the intervention or control group and the scores were calculated accordingly. Additionally, blinding was applied during the data analysis phase. The statistician conducting the analyses performed the data analysis without knowing which group was the intervention group and which group was the control group. This method ensured that the evaluation and analysis processes were conducted objectively and free from bias.
2.4 Control of potential confounding factorsGiven the possibility of students discussing techniques among themselves, several measures were taken to minimize potential confounding effects. The intervention and control groups were organized into separate classes to reduce interaction between students. Additionally, all participants were informed that watching the videos would not affect their exam or achievement scores, which helped to lower the likelihood of influence from the intervention group to the control group. After the study was completed, students in the control group were also given access to the videos to ensure a fair approach throughout the study and to further minimize any potential confounding factors.
2.5 Inclusion criteria- • To be a 1st year student in the Faculty of Nursing
- • Taking the Nursing Principles course for the first time
- • Not to have come by horizontal or vertical transfer
- • Not being absent on the dates when the research data will be collected
- • Volunteering to participate in the research and giving written consent
- • Students coming by horizontal or vertical transfer
- • Students graduating from Health Vocational High School
- • Intervention group students to whom the video-supported self-assessment method was not applied
- • Students who want to leave the study for any reason during the research process
2.7.1 Personal information form
This form was prepared by the researchers in line with the literature and includes questions evaluating the demographic characteristics of the students, such as age, gender, socioeconomic level, etc.
2.7.2 Knowledge test for nasogastric catheter placementA knowledge test was created by the researchers in line with the subject scope and objectives of the NGS insertion theoretical course content prepared in line with the literature. The knowledge test consists of 20 multiple-choice questions with five options, questioning the knowledge required for NGS insertion. The distribution of the questions in the knowledge test was prepared according to the target behaviors of the subject. The evaluation of the knowledge tests was made over 100 points. For this purpose, students' total achievement scores were calculated as five times the number of correct answers. Knowledge test results were evaluated by giving "5" points for each correct answer and "0" points for each incorrect answer. The highest score that students could get from the knowledge tests was determined as "100" and the lowest score as "0".
2.8 Pre- and post-test designTo objectively and directly measure the change in participants' knowledge levels, the same set of questions was used for both the pre-test and post-test. This approach ensures direct comparability by enabling a clear analysis of the participants' learning progress. Using identical questions also preserves the internal consistency of the test, thereby enhancing the reliability of the results. Additionally, it supports the standardization of the assessment tool, reinforcing the scientific validity of the findings.
The decision to use the same questions was based on potential challenges associated with using different test items, such as difficulty in equalizing the complexity of questions, which could compromise comparability. To minimize learning effects between the pre- and post-tests, the questions were carefully designed and the application procedures were meticulously planned. As a result, the use of identical questions contributed to the validity and reliability of the study's findings.
2.8.1 Nasogastric probe placement skill checklistThis includes the materials to be used in nasogastric catheter insertion and the steps to ensure that the application is performed correctly. The checklist consists of 50 steps. Each process step will be evaluated as "Correct Application,” "Incorrect Application," and "Not Observed," and each will be scored taking into account the characteristics of the process.
2.8.2 Video-assisted self-assessment satisfaction questionnaireIt consists of 5 questions on a 5-point Likert scale prepared to understand the satisfaction with the video-assisted self-assessment method applied to the intervention group.
2.9 Validity and reliability of data collection toolsThe Personal Information Form, Knowledge Test for Nasogastric Catheter Placement, Nasogastric Catheter Placement Skill Checklist and Video-Assisted Self-Assessment Satisfaction Questionnaire used in the study were developed based on the literature and reviewed by five experts in the field to ensure validity. Necessary revisions were made according to expert feedback and the tools were finalized accordingly. A pilot study was conducted with five students to assess the clarity and usability of the tools and these students were not included in the main study. The reliability of the tools was assessed using the Spearman-Brown correlation coefficient, with results indicating adequate reliability: 0.82 for the pre-test and 0.89 for the post-test of the Knowledge Test, 0.91 for the pre-test and 0.93 for the post-test of the Skill Checklist and 0.77 for the pre-test and 0.85 for the post-test of the Satisfaction Questionnaire. These values demonstrate that the tools used in the study possess sufficient reliability.
2.10 Data collectionThe data were collected in April-June 2024 with the 1st year students of the Faculty of Nursing in the Fundamentals of Nursing course.
In the first stage, all students were informed about the research and their informed consents were obtained. "Personal Information Form" was filled out under observation in the classroom environment for the students whose consent was obtained and who agreed to participate in the study. Then, the "Knowledge Test for Nasogastric Catheter Placement" was administered to all students as a pre-test.
In the second stage, lectures containing theoretical information about NGS application in the nutrition unit of the Principles of Nursing course were given to the nursing students of both groups within 4 hours.
Then, nasogastric catheter insertion was demonstrated to the nursing students of both groups in the laboratory environment by demonstration method and NGS insertion was demonstrated on the skill model within 2 hours.
2.11 Experimental groupThe students of the experimental group were taken to another skills laboratory, where there was a fixed camera, a skill model and the materials required for the application. The students were asked to perform the NGS placement procedure in front of the camera. During this application, all the steps of the process were recorded in detail with a fixed camera and only the student's video recording was sent to the student via e-mail. The student was asked to watch the video and evaluate himself/herself according to the application skill list. He was also asked to send back the self-evaluation forms to the researchers.
2.12 Control groupAfter the NGS placement steps were demonstrated in the laboratory environment of the control group by demonstration method, each student was asked to perform the application steps on the skill model. The NGS placement steps of the student were recorded with a fixed camera during the application but were not shared with the student.
In the fourth stage, the "Knowledge Test for Nasogastric Probe Placement" was administered as a post-test one week after the theoretical training (4 hours) and laboratory practice (2 hours) of NGS placement application was completed in both experimental and control groups. At the same time, the OSCE was performed in the same laboratory environment with the same materials in the control and intervention groups. The OSCE was recorded by video. It was evaluated by the Nasogastric Catheter Placement Skill Checklist.
In the fifth stage, only the experimental group was administered a 5-question satisfaction questionnaire to evaluate the video-assisted self-assessment method.
2.13 Training and implementation processThe six-hour training program applied to the intervention and control groups was designed to maximize learning efficiency. The training consisted of four hours of theoretical instruction followed by two hours of controlled laboratory demonstrations and hands-on practice. The theoretical training covered comprehensive information on nasogastric tube (NGS) placement and was supported with course materials and visual aids to ensure students were prepared for the practical phase.
In the intervention group, video-assisted self-assessment was used as an additional tool. To ensure the accuracy and effectiveness of the self-assessment process, students were given detailed instructions on how to use the skill checklist while watching their video recordings. The checklist was aligned with the training content and OSCE scoring criteria. The videos enabled students to critically evaluate their performance, identify their deficiencies and reinforce both their theoretical knowledge and practical skills.
The instructor's role was standardized across both groups to minimize variability. The instructor conducted the theoretical sessions, demonstrated the NGS placement procedure using standard materials and provided initial feedback during practical sessions. However, in the intervention group, students independently assessed their performance using the video recordings and the checklist, fostering self-directed learning.
This integrated approach efficiently used the limited time to address the key components of theoretical knowledge and psychomotor skill acquisition, offering students a comprehensive and balanced learning experience.
2.14 Data analysesSPSS 27.0 (Statistical Package for Social Sciences) software was used for data analysis. Descriptive statistics were presented as frequency and percentage for categorical variables and mean, standard deviation, minimum and maximum values for continuous variables. The conformity of the data to normal distribution was evaluated by Skewness and Kurtosis coefficients. Chi-Square (χ²) test was used to compare categorical variables between groups. In the comparison of continuous variables, the Independent Sample t-test was used for the data suitable for normal distribution and the Mann-Whitney U test was used for the variables that did not show normal distribution. Dependent Groups T-Test was used to examine the relationship between the averages of in-group information pre and post-tests and Spearman's rank correlation analysis was preferred considering the distribution of the data. Cohen's d was used in effect size calculations. In all statistical analyses, the significance level was set as p < 0.05 and the results were evaluated at a 95 % confidence interval. Analyses were performed, taking into account the results of power analysis.
2.15 Challenges and limitations of the researchThe limitation of the study is that this study was conducted only with first-year nursing students studying at the nursing faculty of a university. In addition, the possibility of interaction between the students in the intervention and control groups increases the limitation of the study.
2.16 Ethical principles of researchBefore starting the study, approval was obtained from the Ethics Committee. In addition, written permission was obtained from the University where the research would be conducted. During the collection of research data, the principle of "Informed Consent" was fulfilled by informing the individuals about the research.
3 FindingsThe findings obtained from the data of the research conducted to evaluate the effect of video-supported self-assessment on NGS placement knowledge and skill levels are presented. The mean age of the students was 21.18 years (SD=4.58). Most students were women (78.5 %). There was no statistically significant difference between the intervention (n = 31) and control (n = 34) groups in terms of demographic characteristics (p > 0.05). This shows that the groups were homogenous and comparable ( Table 1).
When the theoretical knowledge test scores for NGS implantation were analyzed, there was no statistically significant difference between the intervention group (33.38 ± 15.35) and the control group (31.32 ± 13.38) (p = 0.565). This shows that the initial knowledge levels of both groups were similar. Similarly, there was no significant difference between the groups in the post-test scores (Intervention: 60.64 ± 15.53, Control: 57.20 ± 18.14, p = 0.417). In intragroup pre and post-test evaluations, both groups showed a significant improvement within themselves. (Intervention: t = -9.735 r = 0.490, p = <0.001, d=-1.748; Control: t = -8.257 r = 0.359, p = 0.037, d=-1.416). This shows that the training process increased the level of knowledge in both groups. However, the effect size of the intervention group was found to be higher, which shows that the intervention was effective. In the control group, although there was no experimental intervention, a significant improvement was recorded, indicating that natural learning processes or other elements of the study may be effective ( Table 2).
When OSCE scores for NGS placement were examined, a statistically significant and large difference was found between the intervention group (87.61 ± 7.25) and the control group (61.29 ± 17.51) in favor of the intervention group (p < 0.001, d =1.931). The overall satisfaction level of the intervention group students with this method was calculated as approximately 90 %. This result reveals that the students showed a very high level of satisfaction with the Video Assisted Self-Assessment Method ( Table 3). The table shows the distribution of satisfaction scores for the intervention group students who used the video-assisted self-assessment method. The highest satisfaction was observed in the ability to identify deficiencies (mean = 4.71, SD = 0.46), with 71.0 % of students strongly agreeing. Similarly, 67.7 % of students strongly agreed that the method helped them evaluate their performance objectively (mean = 4.68, SD = 0.48). No students disagreed with these items.
For the effectiveness of the learning process (mean = 4.58, SD = 0.56), 61.3 % strongly agreed and 35.5 % agreed, with only 3.2 % undecided. Confidence improvement through the method was rated slightly lower (mean = 4.29, SD = 0.74), where 45.2 % strongly agreed and 16.2 % remained undecided. Regarding the preference to use the method in future training (mean = 4.26, SD = 0.73), 41.9 % strongly agreed, while 16.2 % were undecided. Overall, the results indicate high satisfaction with the video-assisted self-assessment method across all items (4.50 ± 0.59) ( Table 4).
The findings of this study align with the stated hypotheses, demonstrating that video-assisted self-assessment has positive effects on knowledge, skills and satisfaction. Regarding H1, it was found that the increase in knowledge levels among the intervention group was statistically significant (p < 0.05). In line with H2, the skill levels of the intervention group showed a significant improvement compared with the control group (p < 0.001). Furthermore, this method was found to create high levels of satisfaction among students and contribute positively to their learning process. H3 confirms that video-assisted self-assessment enhances students' satisfaction with the learning process. These results indicate that video-assisted self-assessment supports the development of theoretical knowledge and skills while also making the learning process more effective.
4 DiscussionIn this study, when the theoretical knowledge scores of the students in the intervention and control groups regarding nasogastric catheter (NGS) insertion were evaluated, it was found that there was a significant increase in the post-test scores of both groups compared with the pre-test scores. Although this finding showed that the training increased the level of knowledge, it was found that the post-test scores of the students in the intervention group were higher. In particular, the video-assisted self-assessment method applied to the intervention group increased the knowledge level of nasogastric catheter placement more than the traditional teaching method. This finding is based on the effective use of digital platforms and video-based feedback.
Making videos of the students during the NGS placement process and sending these videos to them for self-evaluation is a critical factor that increases the effectiveness of the training. The opportunity for students to evaluate their performance by watching their videos encourages their active participation in the learning process. This process enables students to recognize their own mistakes, reflect on these mistakes, make corrections and reinforce their learning. Self-assessment not only helps students improve their skills but also increases their sense of self-efficacy and self-confidence. In the literature, it is emphasized that digital contents make learning permanent and increase students' motivation towards the course ( Karadag et al., 2021; Yurdugül & Demir, 2017). Asal et al. (2024) emphasized that the video-based teaching method increased nursing students' self-efficacy and positively affected their learning outcomes ( Asal et al., 2024). Similarly Kiliç and Cevheroğlu, (2023), found that video-assisted instruction was more successful in tracheostomy care skills than traditional methods ( Kilic & Cevheroglu, 2023). Allowing students to self-assess by watching their videos makes the learning process more in-depth and permanent. Alcan and İsmailoğlu (2020) also found that video-based self-assessment increased students' skills and motivation ( Alcan and Ismai̇loğlu, 2020).
Especially in subjects that require technical skills, such as NGS placement, video-assisted self-assessment allows students to analyze themselves more objectively and to improve themselves by noticing their deficiencies. This method enables students to better evaluate their performance, accelerates skill development and increases students' professional competence. In the studies conducted by İncesu (2022) and Keti (2022), it was emphasized that students participated more actively in educational processes by making self-assessments and that this process contributed positively to learning outcomes ( Incesu, 2022; Keti, 2022). It makes a big difference in education when students who are video-recorded during the NGS placement watch their performance and make self-evaluations. This method contributes to a deeper involvement of students in learning processes, to recognize and correct their mistakes and to improve their professional skills. Video-supported self-assessment not only increases the level of knowledge but also makes learning more permanent by strengthening students' self-efficacy.
In this study, when the satisfaction levels of the video-assisted self-assessment method applied to the students in the intervention group in the NGS placement process were examined, it was found that the satisfaction levels of the students towards the teaching method were high. In particular, most students stated that the teaching method used contributed to the evaluation of their performance, made the learning process more effective, helped them overcome their deficiencies and increased their self-confidence. These findings are consistent with many studies in the literature. In a study conducted by Korhan and Üstün (2015), it was reported that instructional videos were effective in improving nursing students' professional knowledge and skills. Similarly Kılıç and Eyüp, 2022, found that self-assessment practices increased students' participation in the teaching process and this process became more efficient ( Kılıç and Eyüp, 2022; Korhan et al., 2016). Kösterelioğlu and Çelen, 2016. revealed that self-assessment is a student-centered teaching method and students' attitudes towards this method are positive.( Kösterelioğlu and Çelen, 2016). In this context, Asal et al. (2024) found that interactive videos also had a positive effect on student satisfaction in nursing education.( Asal et al., 2024).
Video-supported self-assessment is known to positively affect students' knowledge and skill levels. Studies by Gürpınar et al. (2012), and Sarıhan, 2011 emphasize that video-supported instructional models make significant contributions to student development and knowledge acquisition ( Dikeç et al., 2016; Gürpınar et al., 2012; Sarıhan, 2011). In this study, a higher increase was observed in the theoretical knowledge and skill levels of the students in the intervention group who received training with the video-assisted self-assessment model for NGS implantation. These findings also emphasize the importance of video-assisted self-assessment for students studying in the field of health. Students receiving health education have limited opportunities to perform each application directly on patients during the education process. At this point, video-assisted self-assessment supports their professional development by providing students with the opportunity to experience and evaluate practices realistically. Gürpınar et al. (2009) also stated that such digital support in health education has significant effects on student development ( Gürpınar et al., 2012). It is seen that video-assisted self-assessment contributes to the development of students' professional knowledge and skills in health education and makes the learning process more effective and permanent. It is frequently emphasized in the literature that the video-assisted self-assessment method will contribute to the students being more successful in their professional lives and should be used more widely. However, it is noteworthy that the studies on the effects of this method, especially in the field of health and medical education, are limited in the literature. Therefore, it is important to increase the number of studies investigating the effects of this method on student development and to develop new teaching models in this field.
4.1 LimitationsWhile the findings of this study highlight the effectiveness of video-assisted self-assessment, certain limitations should be acknowledged. Firstly, although the intervention and control groups were organized into separate classes to minimize interaction, the potential for students to discuss the intervention cannot be entirely ruled out. This presents a possible source of bias that could influence the outcomes. Secondly, the single-institution setting of this study limits the generalizability of the results. Educational environments, resources and student demographics may vary significantly across institutions, potentially affecting the replicability of these findings. Future research should consider conducting multi-institutional studies to enhance the external validity and broader applicability of video-assisted self-assessment methods in health education.
5 ConclusionThis study, where the effect of the video-assisted self-assessment method on the NGS placement knowledge and skills of nursing students was examined, shows that the knowledge levels of both groups increased after the training. However, the increase in knowledge and skill levels in the intervention group, where the video-assisted self-assessment method was applied, was higher than in the control group. This result revealed that video-assisted self-assessment is an effective teaching method, especially in developing psychomotor skills. In addition, it was determined that the satisfaction of the students in the intervention group towards the teaching method was high and the method made positive contributions to evaluating their performances, eliminating deficiencies and increasing their self-confidence.
To strengthen the study's implications, we recommend integrating video-assisted self-assessment into nursing curricula, especially in areas where psychomotor skills are essential. Considering that this method contributes to student development, its integration into education programs should be encouraged. In addition, further research examining the effects of the method in health education is necessary. Specifically, longitudinal studies are recommended to thoroughly investigate the lasting effects of video-assisted self-assessment on clinical competence. Effective use of digital technologies, especially video-assisted learning tools, supports both knowledge and skill development and makes the education process more effective. By providing easy access to educational videos, students' learning processes can be enhanced, ultimately leading to better clinical competencies in nursing practice.
6 Clinical practiceVideo-assisted self-assessment has an important clinical value in nursing education, especially in basic nursing skills such as nasogastric catheter insertion. This method allows students to objectively evaluate their performance, enabling them to recognize and correct errors in clinical practice early. Deficiencies in psychomotor skills in clinical settings can directly affect patient safety and quality of care. Video-assisted self-assessment helps students achieve a higher level of accuracy and confidence in their practice while improving their clinical decision-making skills. This method not only accelerates student development but also increases their level of readiness for clinical practice, minimizing clinical errors and improving patient care outcomes. Therefore, more widespread use of video-assisted self-assessment in nursing education directly contributes to patient safety and care effectiveness by ensuring that future health professionals are more competent in clinical skills.
Ethical ApprovalThis study received 04/01/2024 dated and 2024–1/6 numbered approval from the Erzurum Atatürk University Faculty of Medicine Ethical Board. Informed consent was also obtained from participants who agreed to participate. The study adhered to the Helsinki Declaration.
FundingThe authors received no financial support for this article's research, authorship, and publication.
Declaration of Competing InterestThe authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.
AcknowledgmentThe authors would like to thank the students who participated in the research.
CRediT authorship contribution statementBurak Yavuz: Supervision, Project administration, Funding acquisition, Formal analysis. Gamze Koç: Validation, Supervision, Software, Resources, Project administration, Methodology, Investigation, Funding acquisition. Hanım Duru Yüce Başaran: Writing – original draft, Visualization, Supervision, Formal analysis, Data curation, Conceptualization. Bahar Çiftçi: Writing – original draft, Visualization, Software, Methodology, Data curation.
Appendix A Supporting informationSupplementary data associated with this article can be found in the online version at doi:10.1016/j.nepr.2025.104251.
Appendix A Supplementary materialSupplementary material
| | | | | | |
| Age (Mean ± SD) ** | Mean ± SD | 21.18 ± 4.58 | 20.77 ± 3.49 | 21.55 ± 5.42 | 0.835 |
| Min - Max | 18–40 | 18–37 | 18–40 | ||
| Gender * | Woman | 51(78.5 %) | 24(77.4 %) | 27(79.4 %) | 1.000 |
| Male | 14(21.5 %) | 7(22.6 %) | 7(20.6 %) | ||
| Family Structure * | Core | 43(66.2 %) | 18(27.7 %) | 25(38.5 %) | 0.202 |
| Wide | 21(32.3 %) | 13(20.0 %) | 8(12.3 %) | ||
| Shattered | 1(1.5 %) | 0(0.0 %) | 1(1.5 %) | ||
| Number of siblings ** | Mean ± SD | 4.13 ± 1.93 | 4.25 ± 1.84 | 4.02 ± 2.03 | 0.449 |
| Min - Max | 1–9 | 1–9 | 1–9 | ||
| Current Place of Residence * | Family House | 20(30.8 %) | 12(18.5 %) | 8(12.3 %) | 0.289 |
| Dormitory | 44(67.7 %) | 19(29.2 %) | 25(38.5 %) | ||
| Student House | 1(1.5 %) | 0(0.0 %) | 1(1.5 %) | ||
| Income Status * | Income Less than Expenditure | 23(35.4 %) | 9(13.8 %) | 14(21.5 %) | 0.579 |
| Income Equals Expenditure | 33(50.8 %) | 17(26.2 %) | 16(24.6) | ||
| Income Exceeds Expenditure | 9(13.8 %) | 5(7.7 %) | 4(6.2 %) | ||
| Longest lived in * | Village | 17(26.2 %) | 10(32.3 %) | 7(20.6 %) | 0.565 |
| District | 16(24.6 %) | 7(22.6 %) | 9(26.5 %) | ||
| Kent | 32(49.2 %) | 14(45.2 %) | 18(52.9 %) | ||
| Willingly coming to the department * | Yes | 39(60.0 %) | 18(58.1 %) | 21(61.8 %) | 0.960 |
| No. | 26(40.0 %) | 13(41.9 %) | 13(38.2 %) | ||
| Feeling Belonging to the Profession * | I Feel Belonging | 50(76.9 %) | 25(80.6 %) | 25(73.5 %) | 0.700 |
| I Don't Feel I Belong | 15(23.1 %) | 6(19.4 %) | 9(26.5 %) | ||
| Presence of any disease * | Yes | 6(9.2 %) | 4(12.9 %) | 2(5.9 % | 0.413 |
| No. | 59(90.8 %) | 27(87.1 %) | 32(94.1 %) | ||
| | | | | |
| Prior Knowledge Test a | Mean ± SD | 33.38 ± 15.35 | 31.32 ± 13.38 | t = 0.579
p = 0.565 d= 0.144 |
| Min - Max | 5–60 | 15–65 | ||
| Final Knowledge Test a | Mean ± SD | 60.64 ± 15.53 | 57.20 ± 18.14 | t = 0.817
p = 0.417 d= 0.203 |
| Min - Max | 25–85 | 10–85 | ||
| In-Group Test Value b | Pre Test - Post Test | t = −9.735
p = <0.001 r = 0.490 d= −1.748 | t = −8.257
p = <0.001 r = 0.359 d= −1.416 | |
| | | | | |
| OSCE Scores a | Mean ± SD | 87.61 ± 7.25 | 61.29 ± 17.51 | |
| Min - Max | 70–98 | 30–90 | ||
| Questions | | | Strongly Agree n (%) | Agree n (%) | Undecided n (%) | Disagree n (%) | Strongly Disagree n (%) |
| 1. It helped me to objectively evaluate my own performance. | 4.68 | 0.48 | 21(67.7 %) | 10 (32.3 %) | 0 | 0 | 0 |
| 2. This method has made my learning process more effective. | 4.58 | 0.56 | 19(61.3 %) | 11(35.5 %) | 1(3.2 %) | 0 | 0 |
| 3. The video self-assessment method has made it easier for me to identify my deficiencies. | 4.71 | 0.46 | 22(71.0 %) | 9(29.0 %) | 0 | 0 | 0 |
| 4. This assessment method has increased my self-confidence. | 4.29 | 0.74 | 14(45.2 %) | 12(38.6 %) | 5(16.2 %) | 0 | 0 |
| 5. I would prefer to use the video self-assessment method in future training sessions. | 4.26 | 0.73 | 13(41.9 %) | 13(41.9 %) | 5(16.2 %) | 0 | 0 |
| Total | 4.50 | 0.59 |
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