ArticleIrish journal of medical science2026
Teach-back versus video-assisted instruction for improving nursing students' knowledge, self-efficacy and skills in safe medical device use.
Article in Irish journal of medical science, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT05354687 (The Effect of Pressure Injury Assessment Training Given by Self-directed Learning and Small Group Teaching Methods on Nursing Students' Knowledge and Skill Levels), which is not on this map. Not yet cited in PubMed.
What it found
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The trial behind it
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The Effect of Pressure Injury Assessment Training Given by Self-directed Learning and Small Group Teaching Methods on Nursing Students' Knowledge and Skill Levels
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Authors and funding
2 authors.
Funding
Abstract
backgroundNursing students' proficiency in medical device use is critical for patient safety. However, this training is often unstructured in nursing curricula, necessitating evidence-based practice.
aimsTo compare the effects of teach-back and video-assisted instruction on nursing students' knowledge, self-efficacy, and skills in safe medical device use.
methodsA randomized controlled trial with a repeated-measures design was conducted among 91 final-year nursing students (teach-back = 31, video = 30, control = 30). Training focused on bedside monitors, infusion pumps, and suction devices. Knowledge, self-efficacy, and skills were assessed.
resultsThe findings indicated that the teach-back and video-assisted teaching groups had significantly higher average scores in knowledge, self-efficacy, and skills than the control group (p < 0.001). Although no statistically significant difference was found between the teach-back and video-assisted teaching groups regarding knowledge and skills scores (p > 0.05), the self-efficacy scores were significantly higher in the teach-back group (p < 0.05).
conclusionsBoth teach-back and video-assisted instruction significantly improved nursing students' knowledge, self-efficacy, and psychomotor skills in safe medical device use compared to the control group. While both methods were equally effective in knowledge and skill acquisition, teach-back demonstrated a superior effect in enhancing self-efficacy. Given their complementary strengths, future educational strategies could explore integrating video-assisted instruction with teach-back to optimize both skill competency and self-efficacy.
trial registrationNCT05354687.
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Registered trials
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