The video was prepared by the researchers in line with the literature. Expert opinion was obtained from 10 individuals with at least a doctorate and studies on the subject of video content. In line with expert opinions, the video content was updated and finalized. Patient education with the prepared video was provided by one of the researchers involved in the study. The video education took 20 minutes in total.

Topics: Video recordings on of fistula care was done by the researchers in the vocational skills laboratory. The video flow plan included the introduction of the materials to be used in fistula care as well as the researcher's presentation of how to manage the fistula. Fistula care steps were performed on the simulation model. In addition, the precautions to be taken during the application and what to do in case of possible complications were also shown.

The patients were trained on fistula care by the researcher. Fistula care training was given to the patients in the control group using face-to-face education technique. In this training, researcher verbally explained fistula care to patients. The training was conducted one-on-one with the patient in the patient's room and lasted 10 minutes. The training was presented to the patient through the lecture method. The training was also supported by the question-and-answer method. The training was given twice, one week apart, when patients came for hemodialysis treatment after the condition of the patients on dialysis stabilized.

The video was prepared by the researchers in line with the literature. Expert opinion was obtained from 10 individuals with at least a doctorate and studies on the subject of video content. In line with expert opinions, the video content was updated and finalized. Patient education with the prepared video was provided by one of the researchers involved in the study. The video education took 20 minutes in total.

The form consists of 12 items related to patients' gender, age, marital status, educational status, occupation, income status, duration of chronic renal failure (CRF), duration of hemodialysis, number of weekly hemodialysis, first AVF cannulation, number of AVFs, previous AVF care, and status or receiving education on kidney failure. It consists of 12 questions that determine the educational status.

The scale developed by Sousa et al. (2015) can be used for the education and follow-up of patients, in addition to evaluating the care behaviors of patients towards their AVF. Each item is scored according to the its reverse statement. On the scale, a score of 1 indicates that the specified self-care behavior has never developed, and a score of 5 indicates that the specified self-care behavior is always present. The scale is concluded by summing the scores from each statement. The minimum score that can be obtained from the scale is 16, and the maximum score is 80. As the score increases, the self-care behaviors of the person improve. The validity and reliability of the scale for the Turkish population were determined by İkiz and Yıldırım Usta (2016), and the Cronbach alpha coefficient of the scale was reported to be 0.91.