Watch and learn your performance: The effect of self-assessment with video recording on nursing students' knowledge and skills of nasogastric catheter placement—A randomized controlled trial
Burak Yavuza, Gamze Koçb, Hanım Duru Yüce Başaranc, Bahar Çiftçid✉
- aDepartment of Fundamental of Nursing, Ataturk University, Erzurum 25000, Turkey. Electronic address: burak.yavuz@atauni.edu.tr
- bDepartment of Fundamental of Nursing, Ataturk University, Erzurum 25000, Turkey. Electronic address: gcelikkollukoc@gmail.com
- cDepartment of Fundamental of Nursing, Ataturk University, Erzurum 25000, Turkey. Electronic address: duruycbsrn@gmail.com
- dDepartment of Fundamental of Nursing, Ataturk University, Erzurum 25000, Turkey. Electronic address: bahar.ciftci@atauni.edu.tr
- ✉Corresponding author
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Abstract
Aim: To evaluate the effect of video-assisted self-assessment on nursing students' knowledge and skills in nasogastric catheter (NGS) insertion. Background: Psychomotor skills are critical in nursing education, but traditional teaching methods often limit students' practice opportunities. Video-assisted learning, especially self-assessment, is an innovative approach for enhancing clinical competencies, yet its use specifically for nursing skill development is under-researched. Design: Parallel-group Randomized Controlled Trial (Clinical Trials ID: NCT06494267). Methods: This study involved 65 first-year nursing students at Atatürk University, assigned to an intervention group (video feedback for self-assessment, n = 31) and a control group (no video feedback, n = 34). Both groups received theoretical and practical NGS training. In the intervention group, students' NGS insertion performances were recorded and reviewed for self-evaluation, whereas the control group received no video feedback. Data were collected using a knowledge test, OSCE-based skill checklist and satisfaction questionnaire. Statistical analyses included t-tests and effect size calculations. Results: Both groups showed significant pre-to-post-test improvements in knowledge and skills (p < 0.05). The intervention group achieved a greater increase in knowledge (mean 60.64 ± 15.53) compared with the control (57.20 ± 18.14; p = 0.417, d=0.203) and a significantly larger improvement in OSCE scores (intervention: 87.61 ± 7.25; control: 61.29 ± 17.51; p < 0.001, d=1.931). Additionally, 94.19 % of intervention group students reported that video-assisted self-assessment facilitated deficiency identification, with 93.55 % noting its support for objective evaluation. Conclusions: Video-assisted self-assessment significantly enhances NGS placement knowledge, skill performance and self-confidence, demonstrating its effectiveness for improving nursing education outcomes.