Effect of Video-Based Teaching on Urinary Catheterization Skills

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

112 participants

Study Classification

INTERVENTIONAL

Study Start Date

2024-06-01

Study Completion Date

2024-07-01

Brief Summary

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Urinary catheters, which can be urethral or suprapubic, are frequently used to measure urine output, control urinary output during surgery, and provide urine output in individuals with urinary excretion problems such as urinary incontinence and urinary retention (Chadha et al., 2024; Feneley, Hopley, \& Wells, 2015). This practice, which has an important place in patient safety, should be explained to nursing students in line with current evidence-based knowledge, and students should have access to up-to-date information and improve their skills in this regard (Aldridge \& Hummel, 2019; Güven Özdemir \& Kaya, 2023). However, nursing students may not have the opportunity to perform this practice in the clinical field due to the high risk of infection and the fact that the practice requires more sensitivity in terms of privacy than many other practices (Aksoy \& Paslı Gürdoğan, 2022; Chang, 2022; Güven Özdemir \& Kaya, 2023). This situation may prevent students from reinforcing their knowledge and skills, and therefore, after graduation, newly graduated nurses may not have the opportunity to practice this practice in their working life (Aksoy \& Paslı Gürdoğan, 2022; Chang, 2022; Güven Özdemir \& Kaya, 2023).

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Detailed Description

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In nursing education, the combination of cognitive, psychomotor and attitudinal behaviors has an important place in the acquisition of professional skills. In the acquisition of psychomotor skills, educational teaching methods such as role playing, skill lists, simulator technologies, scenario-based trainings and video demonstrations are used (Filiz \& Dikmen, 2017;McEnroe et al., 2020; Pivac et al., 2021). Smartphones and the internet, which have entered our lives with the developing technology, have led students to acquire new learning environments (McEnroe et al., 2020). Students have the opportunity to easily access the applications of the courses they want to research or watch on the internet. This situation has revealed the need to change the approach of today's nursing students to learning methods. Especially videos with skill-based trainings facilitate nursing students to learn skills (Mete \& Uysal, 2010). The use of video demonstrations in education and training can make learning more enjoyable by visualizing the information as well as contributing to the reinforcement of the information learned, keeping it in memory and remembering it in the future. Using the video of the skill to be acquired in the learning process allows students to visualize and interpret the skill in their minds (Korhan et al., 2016).

Based on Bandura's Social Learning Theory and adapted from Applied Behavior Analysis, the Video Modeling Method aims for the individual to learn by observing. Video self-modeling practices are used for the acquisition of new skills, fluency in previously acquired skills, and reduction of problem behaviors. This practice first emerged in the early 1970s and its use in educational settings has been developing more slowly compared to other methods (Buggey \& Ogle, 2012). This is a practice based on showing images of individuals performing the target behavior appropriately in order to enable them to exhibit new behaviors or skills (Dowrick \& Hood, 1981).

It is very important for nursing students to recognize their own abilities, develop their skills and take responsibility for their learning. In a study investigating the methods preferred by undergraduate nursing students in learning the psychomotor skills required for clinical practice, students reported that clinical skills laboratory practice helped them learn on their own, they felt more sense of control and felt more confident in patient care (Ekeri Açıkgöz \& Karaca, 2014).

As much as the learning methods used in education and training of nursing students, the evaluation of the developed skill, the student's ability to see the student's mistakes and to recognize these mistakes are as important as the learning methods used in education and training.

Conditions

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Nursing Caries

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

This study was a randomized, single-blind, parallel group-controlled trial.

Primary Study Purpose

SUPPORTIVE_CARE

Blinding Strategy

SINGLE

Participants

The study was single-blind and the participants were blinded.

Study Groups

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Video group

For the students in the experimental group, the application was first demonstrated on a model by the course instructor, after which each student was required to perform the application individually. While the students were performing the application, someone not part of the research team recorded them on their phones. During the application, two researchers independently assessed the student's skills using the application checklist. Afterward, the students were asked to watch their videos and evaluate themselves over a 15-day period. After 15 days, the students were called back and asked to perform the same application again. At this stage, the researchers once again evaluated the students independently.

Group Type EXPERIMENTAL

Video

Intervention Type OTHER

For the students in the experimental group, the application was first demonstrated on a model by the course instructor, after which each student was required to perform the application individually. While the students were performing the application, someone not part of the research team recorded them on their phones. During the application, two researchers independently assessed the student's skills using the application checklist. Afterward, the students were asked to watch their videos and evaluate themselves over a 15-day period. After 15 days, the students were called back and asked to perform the same application again. At this stage, the researchers once again evaluated the students independently.

Control group

The process of insertion and removal of urinary catheterization was first explained to the students in the control group by the instructor of the course in the research team by demonstrations on the models. Then, each student was allowed to perform the application. Then, all students were invited again 15 days later for the second application. In both applications, the students were evaluated independently by the researchers.

Group Type NO_INTERVENTION

No interventions assigned to this group

Interventions

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Video

For the students in the experimental group, the application was first demonstrated on a model by the course instructor, after which each student was required to perform the application individually. While the students were performing the application, someone not part of the research team recorded them on their phones. During the application, two researchers independently assessed the student's skills using the application checklist. Afterward, the students were asked to watch their videos and evaluate themselves over a 15-day period. After 15 days, the students were called back and asked to perform the same application again. At this stage, the researchers once again evaluated the students independently.

Intervention Type OTHER

Eligibility Criteria

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Inclusion Criteria

* A first-year student in the department of nursing,
* smartphone users,
* taking the nursing principles course for the first time, t
* those who volunteered to participate in the study.

Exclusion Criteria

* Graduating from health vocational high school,
* having previous knowledge of urinary catheter placement skills,
* wanting to withdraw from the study at any stage.

Minimum Eligible Age

18 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

No