The Effect Of Video Based Teaching On Tracheostomy Skills

Nursing education is an education system structured in order to provide the student with a professional nursing identity and to prepare the student for professional life, where theoretical and practical education is offered as a whole. In this system, nursing students are expected to acquire cognitive, affective and psychomotor skills at a very good level. Teaching process of psychomotor skill; It enables students to practice, analyze and develop skills by analyzing the theoretical information they have learned, to establish a relationship between theory and practice, to develop critical thinking and problem solving skills, to make regular observations and to gain a sense of trust . Today, with the development of technology and changing needs, there are also changes in the methods of education and training commonly used. One of the educational methods developed with technology is the video model method. Videos are among the important technologies that add value to the learning content. The use of video helps students learn new skills and improve their learning processes in the same way they have experience during practical training . Using videos while teaching nursing skills is as effective as demonstration as it provides visuality. Using a properly formatted video to teach a particular nursing skill allows a student to learn physical action that complements the theory behind skill and action. The use of training based on the video model method is useful for applications of nursing skills based on flexibility and capacity for students to review, reflect and repeat recordings . When the studies using video method in nursing education are examined; Lee et al. (2016) first shot a urinary catheterization skill video to teach nursing second grade students about urinary catheterization skills. Later, the experimental group (n = 36) was trained by mobile-based video learning and the control group students (n = 35) by the demonstration method. All students attended a 90-minute course on urinary catheterization and all students watched the urinary catheterization skill video. Students in the control group only watched the one-time video, students in the experimental group had the opportunity to watch the video for seven days on their mobile devices. A week later, students in the experimental and control groups performed urinary catheterization skill in the skill laboratory. At the end of the application, students' learning motivation, skill performance score, application confidence and skill laboratory satisfaction were evaluated. It was found that students in the experimental group had higher motivation to learn, skill laboratory satisfaction, knowledge and skill performance score and application confidence compared to the control group . Gowri, Minolin and Thenmozhi (2013) conducted a semi-experimental study in order to teach obstetric palpation skills to nursing second year students in antenatal period.