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The effect of video assisted instruction on central venous catheter application skills, anxiety and satisfaction in
Gamze Koç1, Hanım Duru Yüce Başaran2, Burak Yavuz1
1Health Research and Application Center, Research Hospital, Atatürk University, Erzurum, RN, 25000, Turkey.
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.
