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

The Effect of Video-Technology-Based Structured Self-Assessment on Nursing Students' Knowledge, Skills, and Self-Confidence in Peripheral Intravenous Catheter (PIVC) Insertion

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.

Study Overview

• Status: Completed
• Conditions: Clinical Skill Training - Peripheral IV Catheter Insertion
• Intervention / Treatment: Behavioral: Video-Assisted Structured Self-Evaluation; Other: Standard Training

Detailed Description

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.

• Study Type: Interventional
• Enrollment (Actual): 80
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Turkey (Türkiye)
  • Sarıçam
    • Adana, Sarıçam, Turkey (Türkiye)
      • Çukurova üniversitesi sağlık bilimleri fakültesi
  • University
    • Adana, University, Turkey (Türkiye)
      • Çukurova Üniversitesi

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Adult; Older Adult
• Accepts Healthy Volunteers: Yes

Description

Inclusion Criteria:

• Being a first-year nursing student

  • Learning and performing peripheral intravenous catheter (PIVC) insertion for the first time
  • Voluntarily agreeing to participate in the studyo

Exclusion Criteria:

• Being a 2nd-, 3rd-, or 4th-year nursing student

  • Having prior knowledge of peripheral intravenous catheter (PIVC) insertion or having previously performed the procedure
  • Failure to comply with the study procedures

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Other
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: Single

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Intervention Group; Students will receive video-assisted structured self-evaluation. Their PIVC insertion procedures will be video-recorded by the research team, reviewed by the students, followed by completion of a structured self-evaluation checklist and a guided feedback session.	Behavioral: Video-Assisted Structured Self-Evaluation; A behavioral educational method combining video-recorded performance review, structured self-evaluation, and guided feedback to improve PIVC knowledge, skills, and self-confidence.
Active Comparator: Control Group; Students will receive standard theoretical and practical PIVC training. Their procedures will also be video-recorded by the research team for assessment; however, students will not have access to their videos and will not perform structured self-evaluation.	Other: Standard Training; Participants receive standard theoretical and practical PIVC training without access to video review or structured self-evaluation.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
PIVC Knowledge Score	A 20-item multiple-choice theoretical knowledge test developed by the researchers to assess students' knowledge of peripheral intravenous catheter (PIVC) insertion. Scores range from 0 to 100, with higher scores indicating greater PIVC knowledge.	Baseline (Day 0, prior to training), immediately post-training (Day 1) and 2 weeks after training
PIVC Skill Performance Score	A 47 item PIVC skill checklist developed based on CDC guidelines and expert review, assessing students' practical performance during PIVC insertion. Each item is scored as 1 (performed correctly) or 0 (not performed), with total scores ranging from 0 to 47 Higher scores indicate better PIVC skill performance	immediately post-training (Day 1) and 2 weeks after training
PIVC Self-Confidence Score	The 15-item Peripheral Intravenous Catheter Insertion Self-Confidence Scale (Marchionni et al., 2024; Turkish validity by Özbay et al., 2025) assessing students' confidence in learning and performing PIVC insertion. Items are rated on a 5-point Likert scale (1-5), with higher scores indicating higher self-confidence.	Baseline (Day 0, prior to training), immediately post-training (Day 1) and 2 weeks after training

Other Outcome Measures

Outcome Measure	Time Frame
Demographic Information Form	Baseline (Day 0, prior to training)

Collaborators and Investigators

• Sponsor: Alev Keskin
• Collaborators: Cukurova University

Study record dates

Study Major Dates

• Study Start (Actual): February 9, 2026
• Primary Completion (Actual): March 3, 2026
• Study Completion (Actual): March 20, 2026

Study Registration Dates

• First Submitted: November 18, 2025
• First Submitted That Met QC Criteria: January 3, 2026
• First Posted (Actual): January 13, 2026

Study Record Updates

• Last Update Posted (Actual): May 27, 2026
• Last Update Submitted That Met QC Criteria: May 24, 2026
• Last Verified: May 1, 2026

More Information

Terms related to this study

• Keywords: Nursing students; Peripheral intravenous catheter; Video-assisted education; PIVC training; Structured self-assessment
• Other Study ID Numbers: CU-PIVC-2025

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No