Watch and learn your performance: The effect of self-assessment with video recording on nursing students' knowledge and skills of nasogastric catheter placement—A randomized controlled trial
Nurse Education in Practice, cilt.83, 2025 (SCI-Expanded, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 83
- Basım Tarihi: 2025
- Doi Numarası: 10.1016/j.nepr.2025.104251
- Dergi Adı: Nurse Education in Practice
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, ASSIA, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), MEDLINE
- Anahtar Kelimeler: Clinical competence, NGS, Nursing education, Psychomotor skills, Video-assisted self-assessment
- Atatürk Üniversitesi Adresli: Evet
Özet
Aim: To evaluate the effect of video-assisted self-assessment on nursing students' knowledge and skills in nasogastric catheter (NGS) insertion. Background: Psychomotor 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. Design: Parallel-group Randomized Controlled Trial (Clinical Trials ID: NCT06494267). Methods: This 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. Results: Both 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. Conclusions: Video-assisted self-assessment significantly enhances NGS placement knowledge, skill performance and self-confidence, demonstrating its effectiveness for improving nursing education outcomes.