Trial reportBMC medical education2026
The effect of video assisted instruction on central venous catheter application skills, anxiety and satisfaction in nursing students: a randomised controlled study.
Trial report in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT07385729 (The Effect of Video-Assisted Instruction on Central Venous Catheter Application Skills, Anxiety, and Satisfaction in Nursing Students), which is not on this map. Not yet cited in PubMed.
What it found
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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.
The Effect of Video-Assisted Instruction on Central Venous Catheter Application Skills, Anxiety, and Satisfaction in Nursing Students: A Randomised Controlled Trial
Who cites it
0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveThis study aimed to evaluate the effect of video-assisted instruction on central venous catheter (CVC)-related psychomotor skills (blood collection, drug administration, and dressing care), anxiety levels, and student satisfaction.
backgroundVideo-assisted teaching has been identified as a potential tool for improving psychomotor competencies, enhancing knowledge retention, and reducing anxiety in clinical practice.
designThe research employed a randomised controlled trial design.
methodsThe study was conducted at the Atatürk University Faculty of Nursing between May and July 2024 using a cluster-based pre-test/post-test controlled experimental design. Internship groups within a single academic branch were assigned to intervention or control conditions to reduce cross-student contamination. Sixty-six students were included in the study. Both groups received standard theoretical and laboratory-based instruction. In addition, the experimental group was shown training videos. Post-tests were applied one week after the training. Statistical analyses were conducted using SPSS 27, with significance set at p <0.05. Analyses were conducted at the individual level, and cluster effects were not statistically adjusted.
resultsThe post-test scores of students in the experimental group for the "Blood Drawing," "Drug Administration," and "Dressing Care" skills increased significantly (p < 0.05). No significant difference was found in the control group. No statistically significant difference was observed between groups in terms of satisfaction (p>0.05). There was no significant difference between the two groups in terms of post-test anxiety levels (p>0.05). However, baseline anxiety scores differed significantly between groups and may have influenced anxiety-related outcomes.
conclusionsVideo-assisted teaching may improve psychomotor skills in CVC care; however, its effects on anxiety reduction and student satisfaction remain inconclusive. Integrating video-assisted methods with other strategies may enhance both skill acquisition and emotional well-being in nursing education.
trial registrationClinicalTrials.gov, NCT07385729. The study was retrospectively registered on 29 January 2026.
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