ArticleBMC nursing2025
The effect of video-assisted instruction on nursing students' skills in administering ventrogluteal intramuscular injections.
Article in BMC nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed.
- Teach-back versus video-assisted instruction for improving nursing students' knowledge, self-efficacy and skills in safe medical device use.Irish journal of medical science · 2026Article
- Quick response-code linked video-based objective structured practical examination: Bridging gaps in pharmacology education.Indian journal of pharmacology · 2026Article
- Training nursing professionals for immunobiological administration in the ventrogluteal region: an experience report.Revista da Escola de Enfermagem da U S P · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
Abstract
aimThis study aimed to evaluate the effectiveness of video-assisted instruction as an educational intervention for improving first-year nursing students' competence in administering intramuscular injections at the ventrogluteal site.
methodsA quasi-experimental pretest-posttest design was conducted with 106 first-year nursing students from two universities in Istanbul. A video-based training module was developed and validated by experts using the Content Validity Index, the DISCERN Inquiry Form, and the Global Quality Score. Students' performance was evaluated before and after the intervention using a 23-item Ventrogluteal Site Intramuscular Injection Administration Checklist. Data were analyzed with descriptive statistics, McNemar's test, and inter-rater reliability analyses.
resultsFollowing the video-assisted training, students demonstrated a significant improvement in their procedural performance scores. Fourteen of the 23 skill items showed statistically significant gains, particularly in essential steps such as ensuring privacy, using aseptic technique, and accurate site identification. Inter-rater reliability among observers indicated good agreement, confirming the consistency of skill evaluation. These findings support the pedagogical value of standardized, multimedia-based training for novice learners.
conclusionVideo-assisted education proved to be an effective and accessible strategy for developing fundamental psychomotor skills in nursing education. Beyond enhancing specific procedural competence, this approach fosters self-efficacy, supports independent learning, and can be integrated into blended or flipped-classroom models within nursing curricula. Future studies should examine long-term skill retention and the transfer of learning to real clinical settings.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.