Central Venous Catheter Care, Nursing Education
Conditions
Keywords
Video-assisted instruction, Central venous catheter care
Brief summary
This study aimed to evaluate the effect of video-assisted instruction on central venous catheter (CVC) care skills, anxiety levels, and satisfaction among first-year nursing students. Central venous catheter care requires advanced psychomotor skills and is often associated with anxiety during training. In this randomized controlled trial, nursing students were assigned to either a video-assisted education group or a traditional education group. Both groups received standard theoretical instruction and laboratory demonstrations. In addition, the intervention group had access to short instructional videos demonstrating blood collection, medication administration, and dressing care related to CVCs. The primary outcome was students' psychomotor skill performance assessed using an objective structured clinical examination (OSCE). Secondary outcomes included students' state anxiety levels and satisfaction with the training method. The findings of this study are expected to contribute to evidence-based strategies for improving psychomotor skill acquisition in nursing education.
Detailed description
Nursing education aims to equip students with cognitive, affective, and psychomotor competencies necessary for safe and effective clinical practice. Among these competencies, psychomotor skills related to central venous catheter (CVC) care are complex, technically demanding, and frequently associated with increased anxiety among nursing students. Difficulties in skill acquisition may negatively affect students' confidence and clinical performance. Video-assisted instruction has emerged as an innovative educational method that allows learners to observe clinical procedures repeatedly, supports self-paced learning, and facilitates the transfer of theoretical knowledge into practice. However, evidence regarding the effectiveness of video-assisted instruction on CVC-related skills, anxiety, and satisfaction remains limited. This study was designed as a randomized controlled trial conducted at the Faculty of Nursing of Atatürk University between May and July 2024. First-year nursing students who met the inclusion criteria were randomly assigned to either an intervention group or a control group. Both groups received standard theoretical education and laboratory-based demonstrations on CVC care as part of the Fundamentals of Nursing course. In addition to standard education, students in the intervention group were provided with access to short instructional videos demonstrating CVC blood collection, medication administration, and dressing care. These videos were designed to present each procedure step-by-step and were aligned with the skill evaluation criteria used in the study. The control group did not receive video-based instruction during the study period. The primary outcome of the study was psychomotor skill performance related to CVC care, assessed using an objective structured clinical examination (OSCE) and a validated CVC Care Skill Evaluation Form. Secondary outcomes included students' state anxiety levels measured using the State Anxiety Inventory and satisfaction with the training method assessed using a structured questionnaire. Data were collected before and after the educational intervention. The study was conducted in accordance with ethical principles, and written informed consent was obtained from all participants. The results of this study are expected to provide evidence on the effectiveness of video-assisted instruction as a supportive educational strategy for improving psychomotor skills in nursing education and informing future curriculum development.
Interventions
OTHERVideo-Assisted Instruction
Video-Assisted Instruction Group
Traditional Instruction Group
Sponsors
Ataturk University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
HEALTH_SERVICES_RESEARCH
Masking
SINGLE (Outcomes Assessor)
Masking description
Outcome assessors were blinded to group allocation during skill evaluation and data analysis.
Intervention model description
Participants were randomly assigned to either a video-assisted education group or a traditional education group and followed in parallel throughout the study period.
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* First-year nursing students enrolled in the Faculty of Nursing * Taking the Fundamentals of Nursing course for the first time * Willingness to participate and providing written informed consent * Attendance on the days when study data were collected
Exclusion criteria
* Students transferred from another program (horizontal or vertical transfer) * Graduates of health vocational high schools * Students who withdrew during the study period * Students absent during data collection or assessment sessions
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Overall CVC Care Skill Performance Score | 1 week after completion of the training | Overall psychomotor performance in central venous catheter (CVC) care assessed using an Objective Structured Clinical Examination (OSCE). Participants receive a single total score ranging from 0 to 100 points, where higher scores indicate better overall performance. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| State Anxiety Score (State Anxiety Inventory) | 1 week after completion of the training (immediately before OSCE assessment) | Total score of the State Anxiety Inventory (range 20-80). Higher scores indicate higher anxiety. |
| Training Method Satisfaction Score | 1 week after completion of the training (immediately before OSCE assessment) | Total score of the Satisfaction with Training Methods Questionnaire (range 16-80). Higher scores indicate greater satisfaction. |
| Blood Collection Skill Score | 1 week after completion of the training (during OSCE assessment) | Blood collection subscale score of the Central Venous Catheter (CVC) Care Skill Evaluation Form (range 0-36). Higher scores indicate better performance. Assessed during OSCE using the CVC Care Skill Evaluation Form. |
| Medication Administration Skill Score | 1 week after completion of the training (during OSCE assessment) | Medication administration subscale score of the CVC Care Skill Evaluation Form (range 0-30). Higher scores indicate better performance. Assessed during OSCE using the CVC Care Skill Evaluation Form. |
| Dressing Care Skill Score | 1 week after completion of the training (during OSCE assessment) | Dressing care subscale score of the CVC Care Skill Evaluation Form (range 0-34). Higher scores indicate better performance. Assessed during OSCE using the CVC Care Skill Evaluation Form. |
Countries
Turkey (Türkiye)
Outcome results
None listed