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Objective <p>This study aimed to evaluate the effect of video-assisted instruction on central venous catheter (CVC)-related psychomotor skills (blood collection, drug administration, and dressing care), anxiety levels, and student satisfaction.</p> Background <p>Video-assisted teaching has been identified as a potential tool for improving psychomotor competencies, enhancing knowledge retention, and reducing anxiety in clinical practice.</p> Design <p>The research employed a randomised controlled trial design.</p> Methods <p>The study was conducted at the Atatürk University Faculty of Nursing between May and July 2024 using a cluster-based pre-test/post-test controlled experimental design. Internship groups within a single academic branch were assigned to intervention or control conditions to reduce cross-student contamination. Sixty-six students were included in the study. Both groups received standard theoretical and laboratory-based instruction. In addition, the experimental group was shown training videos. Post-tests were applied one week after the training. Statistical analyses were conducted using SPSS 27, with significance set at <i>p </i>&lt;0.05.</p> <p>Analyses were conducted at the individual level, and cluster effects were not statistically adjusted.</p> Results <p>The post-test scores of students in the experimental group for the "Blood Drawing," "Drug Administration," and "Dressing Care" skills increased significantly (p &lt; 0.05). No significant difference was found in the control group. No statistically significant difference was observed between groups in terms of satisfaction (p&gt;0.05). There was no significant difference between the two groups in terms of post-test anxiety levels (p&gt;0.05). However, baseline anxiety scores differed significantly between groups and may have influenced anxiety-related outcomes.</p> Conclusions <p>Video-assisted teaching may improve psychomotor skills in CVC care; however, its effects on anxiety reduction and student satisfaction remain inconclusive. Integrating video-assisted methods with other strategies may enhance both skill acquisition and emotional well-being in nursing education.</p> Trial registration <p>ClinicalTrials.gov, NCT07385729. The study was retrospectively registered on 29 January 2026.</p>

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The effect of video assisted instruction on central venous catheter application skills, anxiety and satisfaction in nursing students: a randomised controlled study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月18日

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  • Gamze Koç,
  • Hanım Duru Yüce Başaran,
  • Burak Yavuz,
  • Bahar Çiftçi

摘要

Objective

This study aimed to evaluate the effect of video-assisted instruction on central venous catheter (CVC)-related psychomotor skills (blood collection, drug administration, and dressing care), anxiety levels, and student satisfaction.

Background

Video-assisted teaching has been identified as a potential tool for improving psychomotor competencies, enhancing knowledge retention, and reducing anxiety in clinical practice.

Design

The research employed a randomised controlled trial design.

Methods

The study was conducted at the Atatürk University Faculty of Nursing between May and July 2024 using a cluster-based pre-test/post-test controlled experimental design. Internship groups within a single academic branch were assigned to intervention or control conditions to reduce cross-student contamination. Sixty-six students were included in the study. Both groups received standard theoretical and laboratory-based instruction. In addition, the experimental group was shown training videos. Post-tests were applied one week after the training. Statistical analyses were conducted using SPSS 27, with significance set at p <0.05.

Analyses were conducted at the individual level, and cluster effects were not statistically adjusted.

Results

The post-test scores of students in the experimental group for the "Blood Drawing," "Drug Administration," and "Dressing Care" skills increased significantly (p < 0.05). No significant difference was found in the control group. No statistically significant difference was observed between groups in terms of satisfaction (p>0.05). There was no significant difference between the two groups in terms of post-test anxiety levels (p>0.05). However, baseline anxiety scores differed significantly between groups and may have influenced anxiety-related outcomes.

Conclusions

Video-assisted teaching may improve psychomotor skills in CVC care; however, its effects on anxiety reduction and student satisfaction remain inconclusive. Integrating video-assisted methods with other strategies may enhance both skill acquisition and emotional well-being in nursing education.

Trial registration

ClinicalTrials.gov, NCT07385729. The study was retrospectively registered on 29 January 2026.