Clinical Skill Training - Peripheral IV Catheter Insertion
Conditions
Keywords
Peripheral intravenous catheter, PIVC training, Nursing students, Video-assisted education, Structured self-assessment
Brief summary
This study aims to examine the effect of combining video-recorded performance with structured self-evaluation on nursing students' knowledge, skills, and self-confidence related to peripheral intravenous catheter (PIVC) insertion. In the intervention group, students' PIVC insertion procedures will be recorded by the research team. Students will watch their own performance videos, complete a structured self-evaluation checklist, and then participate in a guided feedback session. In the control group, students' procedures will also be video-recorded by the research team; however, they will not have access to their videos and will not perform self-evaluation. Outcomes will be assessed at baseline, immediately after the intervention, and at a two-week follow-up.
Detailed description
Peripheral intravenous catheter (PIVC) insertion is a fundamental psychomotor skill in nursing education, yet students often experience anxiety, low confidence, and difficulty achieving competency during this learning process. Video-assisted structured self-evaluation is a contemporary educational method that enables students to review their own performance, increase self-awareness, identify errors, and refine their clinical decision-making. This randomized controlled, parallel-group, assessor-blinded study investigates the impact of video-based structured self-evaluation on first-year nursing students' knowledge, technical skills, and self-confidence in PIVC insertion. In the intervention group, students' PIVC insertion performances during the skills laboratory session will be recorded by the research team. Students will then review their individual performance videos, complete a standardized structured self-evaluation checklist, and receive a guided feedback session from the instructor. In the control group, students' PIVC insertion procedures will similarly be video-recorded by the research team for assessment purposes; however, students will not access their videos and will not complete structured self-evaluation or receive video-based feedback. Knowledge levels, skill performance, and self-confidence will be measured at three time points: baseline (pretest), immediately after the training session (posttest), and two weeks later (follow-up). Skill performance scores will be obtained through blinded evaluation of the video recordings using a standardized PIVC skills checklist.
Interventions
BEHAVIORALVideo-Assisted Structured Self-Evaluation
A behavioral educational method combining video-recorded performance review, structured self-evaluation, and guided feedback to improve PIVC knowledge, skills, and self-confidence.
OTHERStandard Training
Participants receive standard theoretical and practical PIVC training without access to video review or structured self-evaluation.
Sponsors
Alev Keskin
Cukurova University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Intervention model description
Participants will be randomized into two parallel groups: intervention and control
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Being a first-year nursing student * Learning and performing peripheral intravenous catheter (PIVC) insertion for the first time * Voluntarily agreeing to participate in the studyo
Exclusion criteria
* Being a 2nd-, 3rd-, or 4th-year nursing student * Having prior knowledge of peripheral intravenous catheter (PIVC) insertion or having previously performed the procedure * Failure to comply with the study procedures
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| PIVC Knowledge Score | Baseline (Day 0, prior to training), immediately post-training (Day 1) and 2 weeks after training | A 20-item multiple-choice theoretical knowledge test developed by the researchers to assess students' knowledge of peripheral intravenous catheter (PIVC) insertion. Scores range from 0 to 100, with higher scores indicating greater PIVC knowledge. |
| PIVC Skill Performance Score | immediately post-training (Day 1) and 2 weeks after training | A 47 item PIVC skill checklist developed based on CDC guidelines and expert review, assessing students' practical performance during PIVC insertion. Each item is scored as 1 (performed correctly) or 0 (not performed), with total scores ranging from 0 to 47 Higher scores indicate better PIVC skill performance |
| PIVC Self-Confidence Score | Baseline (Day 0, prior to training), immediately post-training (Day 1) and 2 weeks after training | The 15-item Peripheral Intravenous Catheter Insertion Self-Confidence Scale (Marchionni et al., 2024; Turkish validity by Özbay et al., 2025) assessing students' confidence in learning and performing PIVC insertion. Items are rated on a 5-point Likert scale (1-5), with higher scores indicating higher self-confidence. |
Countries
Turkey (Türkiye)
Outcome results
None listed