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| Name | Class |
|---|---|
| Cukurova University | OTHER |
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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.
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 level and self-confidence will be measured immediately after the theoretical training (pre-test), following completion of the laboratory training (assessment of knowledge, skills, and self-confidence), and two weeks later (follow-up assessment of knowledge, skills, and self-confidence). Skill performance scores will be determined by blinded evaluators using a standardized peripheral intravenous catheter (PIVC) skills checklist through review of video recordings.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Intervention Group | Experimental | Students will receive video-assisted structured self-evaluation. Their PIVC insertion procedures will be video-recorded by the research team, reviewed by the students, followed by completion of a structured self-evaluation checklist and a guided feedback session. |
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| Control Group | Active Comparator | Students will receive standard theoretical and practical PIVC training. Their procedures will also be video-recorded by the research team for assessment; however, students will not have access to their videos and will not perform structured self-evaluation. |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Video-Assisted Structured Self-Evaluation | Behavioral | A behavioral educational method combining video-recorded performance review, structured self-evaluation, and guided feedback to improve PIVC knowledge, skills, and self-confidence. |
| Measure | Description | Time Frame |
|---|---|---|
| PIVC Knowledge Score | 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. | Immediately after the theoretical training (Day 1), immediately after the laboratory session (Day 2), and two weeks after the laboratory session |
| PIVC Skill Performance Score | 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 | Immediately after the laboratory session (Day 2) and two weeks after the laboratory session |
| PIVC Self-Confidence Score | 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. | Immediately after the theoretical training (Day 1), immediately after the laboratory session (Day 2), and two weeks after the laboratory session |
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| Measure | Description | Time Frame |
|---|---|---|
| Demographic Information Form | Baseline (Day 1, prior to training) |
Inclusion Criteria:
Being a first-year nursing student
Exclusion Criteria:
Being a 2nd-, 3rd-, or 4th-year nursing student
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Çukurova üniversitesi sağlık bilimleri fakültesi | Adana | Sarıçam | Turkey (Türkiye) | |||
| Çukurova Üniversitesi |
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Participants will be randomized into two parallel groups: intervention and control
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| Standard Training | Other | Participants receive standard theoretical and practical PIVC training without access to video review or structured self-evaluation. |
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| Adana |
| University |
| Turkey (Türkiye) |