This randomized controlled study evaluated the effect of video-assisted training on urinary catheter insertion skills, state anxiety, and satisfaction with educational methods among first-year nursing students. A total of 74 students were randomly assigned to either the video-assisted training group or the control group. All participants received traditional theoretical instruction and laboratory demonstration on urinary catheter insertion. In addition, students in the intervention group watched a researcher-prepared instructional video on the procedure, while students in the control group received traditional training only. Outcomes included urinary catheter insertion skills, state anxiety, and satisfaction with educational methods.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
OTHER
Masking
SINGLE
Enrollment
74
A researcher-prepared approximately 12-minute instructional video demonstrating urinary catheter insertion was provided to the intervention group through the university's learning management system (ALMS). Students could watch the video and rewatch it as needed. The video-assisted training was provided in addition to the traditional theoretical instruction and laboratory demonstration received by all participants.
Traditional theoretical instruction and laboratory demonstration on urinary catheter insertion were provided to participants.
Toros University
Mersin, Mersin, Turkey (Türkiye)
Urinary Catheterization Skill Performance
Urinary catheterization skill performance was assessed using the Urinary Catheterization Skill Checklist. The checklist was developed by the researchers based on the literature and evaluated for content validity by 10 nursing faculty members using the Davis technique. Higher scores indicate better urinary catheterization skill performance.
Time frame: Immediately after the educational intervention
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