Effect of Video-Assisted Instruction on Central Venous Catheter Skills in Nursing Students

Nursing education aims to equip students with cognitive, affective, and psychomotor competencies necessary for safe and effective clinical practice. Among these competencies, psychomotor skills related to central venous catheter (CVC) care are complex, technically demanding, and frequently associated with increased anxiety among nursing students. Difficulties in skill acquisition may negatively affect students' confidence and clinical performance. Video-assisted instruction has emerged as an innovative educational method that allows learners to observe clinical procedures repeatedly, supports self-paced learning, and facilitates the transfer of theoretical knowledge into practice. However, evidence regarding the effectiveness of video-assisted instruction on CVC-related skills, anxiety, and satisfaction remains limited. This study was designed as a randomized controlled trial conducted at the Faculty of Nursing of Atatürk University between May and July 2024. First-year nursing students who met the inclusion criteria were randomly assigned to either an intervention group or a control group. Both groups received standard theoretical education and laboratory-based demonstrations on CVC care as part of the Fundamentals of Nursing course. In addition to standard education, students in the intervention group were provided with access to short instructional videos demonstrating CVC blood collection, medication administration, and dressing care. These videos were designed to present each procedure step-by-step and were aligned with the skill evaluation criteria used in the study. The control group did not receive video-based instruction during the study period. The primary outcome of the study was psychomotor skill performance related to CVC care, assessed using an objective structured clinical examination (OSCE) and a validated CVC Care Skill Evaluation Form. Secondary outcomes included students' state anxiety levels measured using the State Anxiety Inventory and satisfaction with the training method assessed using a structured questionnaire. Data were collected before and after the educational intervention. The study was conducted in accordance with ethical principles, and written informed consent was obtained from all participants. The results of this study are expected to provide evidence on the effectiveness of video-assisted instruction as a supportive educational strategy for improving psychomotor skills in nursing education and informing future curriculum development.