The Effect of Video-Supported Self-Assessment on Nursing Students' Knowledge, Skills, and Self-Confidence in PIVC Insertion

Overview

This study aims to examine the effect of combining video-recorded performance with structured self-evaluation on nursing students' knowledge, skills, and self-confidence related to peripheral intravenous catheter (PIVC) insertion. In the intervention group, students' PIVC insertion procedures will be recorded by the research team. Students will watch their own performance videos, complete a structured self-evaluation checklist, and then participate in a guided feedback session. In the control group, students' procedures will also be video-recorded by the research team; however, they will not have access to their videos and will not perform self-evaluation. Outcomes will be assessed at baseline, immediately after the intervention, and at a two-week follow-up.

Peripheral intravenous catheter (PIVC) insertion is a fundamental psychomotor skill in nursing education, yet students often experience anxiety, low confidence, and difficulty achieving competency during this learning process. Video-assisted structured self-evaluation is a contemporary educational method that enables students to review their own performance, increase self-awareness, identify errors, and refine their clinical decision-making. This randomized controlled, parallel-group, assessor-blinded study investigates the impact of video-based structured self-evaluation on first-year nursing students' knowledge, technical skills, and self-confidence in PIVC insertion. In the intervention group, students' PIVC insertion performances during the skills laboratory session will be recorded by the research team. Students will then review their individual performance videos, complete a standardized structured self-evaluation checklist, and receive a guided feedback session from the instructor. In the control group, students' PIVC insertion procedures will similarly be video-recorded by the research team for assessment purposes; however, students will not access their videos and will not complete structured self-evaluation or receive video-based feedback. Knowledge levels, skill performance, and self-confidence will be measured at three time points: baseline (pretest), immediately after the training session (posttest), and two weeks later (follow-up). Skill performance scores will be obtained through blinded evaluation of the video recordings using a standardized PIVC skills checklist.