This study was conducted to examine the effects of video-based education on the activities of daily living, wound healing and prosthesis dislocation of patients who had total hip replacement surgery.

The main questions it aims to answer are:

Total hip replacement patients who received video-based education had higher postoperative daily living activities scale mean scores than patients who did not receive education.

Total hip replacement patients who received video-based education had lower postoperative Oxford Hip Score scale mean scores than patients who did not receive education.

Total hip replacement patients who received video-based education had lower postoperative Patient and Observer Scar Assessment scale mean scores than patients who did not receive education.

The study was conducted in Balikesir Bandırma Education and Research Hospital, Orthopedics Clinic. Patients who met the inclusion criteria were randomly assigned to the intervention (video-based education) and control (standard nursing care) groups using randomizer.org. In collecting the study data; Individual Identification Form, Standardized Mini Mental Test, Barthel Daily Living Activities Index, Oxford Hip Score, Patient and Observer Scar Assessment Scale were used. Individual Identification Form, Barthel Daily Living Activities Index and Oxford Hip Score were applied to both groups before surgery. The intervention group received video-based education before surgery, the control group did not receive any education and received routine nursing care. On the 5th day after surgery, both groups were applied Barthel Daily Living Activities and Patient and Observer Scar Assessment Scale. Video-based education was repeated on the 2nd or 3rd day after surgery to the intervention group, and the control group received routine nursing care. Before discharge, video-based education was uploaded to the phones or computers of the patients and caregivers in the intervention group, and patients and caregivers were able to benefit from this education video whenever they wanted. Patients in the control group were discharged after receiving routine discharge education. Barthel Daily Living Activities, Oxford Hip Score and Patient and Observer Scar Assessment Scale were applied to both groups on the 30th day after surgery. Descriptive statistical methods (frequency, mean) were applied in the analysis of the data. Student t test was used in the analysis of normally distributed variables in independent groups, and the relationship between multiple independent variables was evaluated with the ANOVA test. Variance analysis was used in repeated measurements in the evaluation of quantitative data within the group. Pearson correlation analysis was used in the evaluation of the relationship between quantitative variables, and Fisher's Exact and Pearson Chi-square tests were used in the comparison of qualitative data.

Inclusion Criteria:

• Patients who volunteered to participate in the study,
• Are conscious, oriented and cooperative,
• Are over 18 years of age,
• Speak Turkish,
• Are at least primary school graduates,
• Have received the Standardized Mini Mental Test and scored over 23 points according to the guideline were included.

Exclusion Criteria:

• Patients with communication problems (hearing, visual impairment)
• Patients diagnosed with a psychiatric disease
• Patients whose mobilization was not permitted by the physician were not included.

Participants were not informed of which group they were in when they agreed to participate in the study. Similarly, caregivers and hospital staff were not informed about the groups. Only the researcher knew which group the participants were in.