Skill, CopingNCT04294173
The Effect Of Video Based Teaching On Tracheostomy Skills
A study testing video education in people with Skill, Coping and Satisfaction, run by Istanbul University - Cerrahpasa at 1 site in Cyprus.
Trial summary
The aim of this study is to evaluate the effect of video assisted instruction on nursing students' tracheostomy care skills. The universe of the research consists of 81 students who enrolled in the Eastern Mediterranean University Faculty of Health Sciences Nursing Undergraduate Program in the fall semester of the… Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Skill, Coping, Satisfaction, Anxiety
- What is being tested?
- video education
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 84 participants
- Where
- 1 siteCyprus
- Study dates
- 4 Dec 2019to 20 Dec 2019
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Being volunteer to participate in the research
- Taking the fundamentals of nursing for the first time
- No clinical experience
Who cannot join
- Being the second time of nursing basis course
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Effect Of Video Based Teaching On Nursing StudentsTracheostomy Care Skills
The aim of this study is to evaluate the effect of video assisted instruction on nursing students' tracheostomy care skills.
The universe of the research consists of 81 students who enrolled in the Eastern Mediterranean University Faculty of Health Sciences Nursing Undergraduate Program in the fall semester of the 2019-2020 academic year and enrolled in the nursing principles course. Students who will not participate in the sample selection, agree to participate in the study voluntarily and meet the inclusion criteria, constituted the sample of the study. The research was designed on two groups, the video-based teaching method-based education (initiative) group and the demonstration (control) group. The students were divided into two randomized groups as intervention and control groups by using random numbers table.
Personal Data Form, Tracheostomy Care Skill Assessment Form, Satisfaction from Training Methods and State-Trait Anxiety Inventory were used to collect the data.
Read the detailed description
Nursing education is an education system structured in order to provide the student with a professional nursing identity and to prepare the student for professional life, where theoretical and practical education is offered as a whole. In this system, nursing students are expected to acquire cognitive, affective and psychomotor skills at a very good level. Teaching process of psychomotor skill; It enables students to practice, analyze and develop skills by analyzing the theoretical information they have learned, to establish a relationship between theory and practice, to develop critical thinking and problem solving skills, to make regular observations and to gain a sense of trust . Today, with the development of technology and changing needs, there are also changes in the methods of education and training commonly used. One of the educational methods developed with technology is the video model method. Videos are among the important technologies that add value to the learning content. The use of video helps students learn new skills and improve their learning processes in the same way they have experience during practical training . Using videos while teaching nursing skills is as effective as demonstration as it provides visuality. Using a properly formatted video to teach a particular nursing skill allows a student to learn physical action that complements the theory behind skill and action. The use of training based on the video model method is useful for applications of nursing skills based on flexibility and capacity for students to review, reflect and repeat recordings . When the studies using video method in nursing education are examined; Lee et al. (2016) first shot a urinary catheterization skill video to teach nursing second grade students about urinary catheterization skills. Later, the experimental group (n = 36) was trained by mobile-based video learning and the control group students (n = 35) by the demonstration method. All students attended a 90-minute course on urinary catheterization and all students watched the urinary catheterization skill video. Students in the control group only watched the one-time video, students in the experimental group had the opportunity to watch the video for seven days on their mobile devices. A week later, students in the experimental and control groups performed urinary catheterization skill in the skill laboratory. At the end of the application, students' learning motivation, skill performance score, application confidence and skill laboratory satisfaction were evaluated. It was found that students in the experimental group had higher motivation to learn, skill laboratory satisfaction, knowledge and skill performance score and application confidence compared to the control group . Gowri, Minolin and Thenmozhi (2013) conducted a semi-experimental study in order to teach obstetric palpation skills to nursing second year students in antenatal period.
- Conditions
- Skill, Coping, Satisfaction, Anxiety
- Being tested
- video education
- Keywords
- tracheostomy care, video training, demonstration, nursing student
- Medical subject headings
- Personal Satisfaction, Anxiety Disorders
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
video educationBehavioural
tracheostomy care will be given to student nurses with video training
| Study group | Role | What they receive |
|---|---|---|
| video group | Experimental | Within the scope of Nursing Fundamentals course, a 4-hour theoretical training will be given to the experimental group in the classroom setting. Video presentation including powerpoint presentation and tracheostomy care skill application will be prepared in line with the Respiratory System course content. The powerpoint presentation prepared will be explained by the researchers to the video group students in the classroom by question, answer, discussion and demonstration methods. Immediately after the lecture, students will be watched by the video-assisted teaching method, and the video of tracheostomy care The videos will be sent to students via e-mail. A two-day warning message will be sent to the students from the WhatsApp group to watch the video by the researchers. A week later, students will be invited to the basic skills laboratory for tracheostomy care. Receives: Behavioral: video education |
| demonstration group | No intervention | Within the scope of Nursing Fundamentals course, a 4-hour theoretical training will be given to the control group in the classroom setting. Powerpoint presentation will be prepared in line with the Respiratory System course content. The powerpoint presentation prepared will be explained to the control group students by the researchers in the classroom by question, answer, discussion and demonstration methods. Immediately after the lecture, students will be taken to the basic skills laboratory and tracheostomy care will be performed on the dummy by the researchers using the demonstration method. Then, students will be given the output of the powerpoint presentation and asked to study the lecture notes for a week. A two-day warning message will be sent by the researchers to students from the WhatsApp group to study. A week later, students will be invited to the basic skills laboratory to practice tracheostomy care. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Tracheostomy Care Ability
The literature was scanned and tracheostomy care skill assessment guide was prepared by the researchers. This guidebook is a 32-item form of the procedure for preparing the psychomotor skill levels of the students in the video and demonstration group regarding the care of the patient with tracheostomy. While evaluating the forms, the observed steps will be divided into "full" and "incorrect", 1 point will be given for the fully applied step and 0 points will be given for the wrongly applied and not observed steps. Every correct step applied by students is calculated as "1" point, and every step that is not done or wrong is calculated as "0" point. The minimum score obtained from the Tracheostomy Care Skill Evaluation Form is 32 and the maximum score is 0. The skill assessment form prepared was presented to the opinion of three faculty members who are experts in the field of nursing principles in terms of scope validity.
Measured: 1 month
Continuity-Status Anxiety Level
The Inventory is composed of two parts: State Anxiety Inventory and Trait Anxiety Inventory. In the State Anxiety Inventory, the individual needs to be able to express how he feels under certain conditions, and in the Trait Anxiety Inventory, he usually needs to express how the individual feels. The big score from the scales expresses the high anxiety level, the small score indicates the low anxiety level. He states that 0-19 points obtained from the State-Trait Anxiety Inventory are not anxiety, 20-39 points mean mild, 40-59 points mean moderate, 60-79 points mean severe anxiety, and individuals who score 60 or more need professional help.
Measured: 1 month
Level Of Satisfaction FromEducation Methods
The survey consists of 16 propositions. One of these propositions is the proposition "I am satisfied with this training method in general", which questions the satisfaction with education. Other propositions, on the other hand, are composed of propositions aimed at determining the opinions of the education method about the contribution of the student to learning and professional life. Each proposition is scored on the 5-point Likert scale. It is determined that as the scale score increases, the satisfaction of the students from the education method increases, and as the scale point average decreases, their satisfaction from the education method decreases. In the evaluation of the scale, a minimum of 16 and a maximum of 80 points are given to the satisfaction of the students with the education methods.
Measured: 1 month
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted3 Mar 2020
- Study start4 Dec 2019
- Primary completion18 Dec 2019
- Study completion20 Dec 2019
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (2)Papers the sponsor has linked to this study.
- Other trials for Skill, CopingStudies of the same condition, open and under way.
- More trials run by Istanbul University - CerrahpasaThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind
- Who is masked
- Investigator, Outcomes assessor
- Enrolment
- 84 participants (actual)
Sponsor and investigators
- Lead sponsor
- Istanbul University - Cerrahpasa
- Sponsor type
- University, hospital or other
- Collaborators
- Eastern Mediterranean University
- Responsible party
- Principal investigator, Seda CEVHEROĞLU, Istanbul University - Cerrahpasa
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT04294173
- Sponsor's protocol ID
- DAU-NURSING
- Status last verified
- Mar 2020
- First submitted
- 27 Feb 2020
- Last updated
- 3 Mar 2020
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Undecided
Publications
Lee NJ, Chae SM, Kim H, Lee JH, Min HJ, Park DE. Mobile-Based Video Learning Outcomes in Clinical Nursing Skill Education: A Randomized Controlled Trial. Comput Inform Nurs. 2016 Jan;34(1):8-16. doi: 10.1097/CIN.0000000000000183.
PubMed 26389858Salina L, Ruffinengo C, Garrino L, Massariello P, Charrier L, Martin B, Favale MS, Dimonte V. Effectiveness of an educational video as an instrument to refresh and reinforce the learning of a nursing technique: a randomized controlled trial. Perspect Med Educ. 2012 May;1(2):67-75. doi: 10.1007/s40037-012-0013-4. Epub 2012 Apr 28.
PubMed 23316461
Study at a glance
From the registry record, last updated by the sponsor on 3 Mar 2020. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effect Of Video Based Teaching On Nursing StudentsTracheostomy Care Skills
- ClinicalTrials.gov ID
- NCT04294173
- Acronym / sponsor ID
- DAU-NURSING
- Conditions
- Skill, Coping, Satisfaction, Anxiety
- Keywords
- tracheostomy care, video training, demonstration, nursing student
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 84 participants (actual)
- Lead sponsor
- Istanbul University - CerrahpasaUniversity, hospital or other
- Collaborators
- Eastern Mediterranean University
- Study start
- 4 Dec 2019 (actual)
- Primary completion
- 18 Dec 2019 (actual)
- Study completion
- 20 Dec 2019 (actual)
- First posted
- 3 Mar 2020 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The aim of this study is to evaluate the effect of video assisted instruction on nursing students' tracheostomy care skills.
The universe of the research consists of 81 students who enrolled in the Eastern Mediterranean University Faculty of Health Sciences Nursing Undergraduate Program in the fall semester of the 2019-2020 academic year and enrolled in the nursing principles course. Students who will not participate in the sample selection, agree to participate in the study voluntarily and meet the inclusion criteria, constituted the sample of the study. The research was designed on two groups, the video-based teaching method-based education (initiative) group and the demonstration (control) group. The students were divided into two randomized groups as intervention and control groups by using random numbers table.
Personal Data Form, Tracheostomy Care Skill Assessment Form, Satisfaction from Training Methods and State-Trait Anxiety Inventory were used to collect the data.
Detailed description
Nursing education is an education system structured in order to provide the student with a professional nursing identity and to prepare the student for professional life, where theoretical and practical education is offered as a whole. In this system, nursing students are expected to acquire cognitive, affective and psychomotor skills at a very good level. Teaching process of psychomotor skill; It enables students to practice, analyze and develop skills by analyzing the theoretical information they have learned, to establish a relationship between theory and practice, to develop critical thinking and problem solving skills, to make regular observations and to gain a sense of trust . Today, with the development of technology and changing needs, there are also changes in the methods of education and training commonly used. One of the educational methods developed with technology is the video model method. Videos are among the important technologies that add value to the learning content. The use of video helps students learn new skills and improve their learning processes in the same way they have experience during practical training . Using videos while teaching nursing skills is as effective as demonstration as it provides visuality. Using a properly formatted video to teach a particular nursing skill allows a student to learn physical action that complements the theory behind skill and action. The use of training based on the video model method is useful for applications of nursing skills based on flexibility and capacity for students to review, reflect and repeat recordings . When the studies using video method in nursing education are examined; Lee et al. (2016) first shot a urinary catheterization skill video to teach nursing second grade students about urinary catheterization skills. Later, the experimental group (n = 36) was trained by mobile-based video learning and the control group students (n = 35) by the demonstration method. All students attended a 90-minute course on urinary catheterization and all students watched the urinary catheterization skill video. Students in the control group only watched the one-time video, students in the experimental group had the opportunity to watch the video for seven days on their mobile devices. A week later, students in the experimental and control groups performed urinary catheterization skill in the skill laboratory. At the end of the application, students' learning motivation, skill performance score, application confidence and skill laboratory satisfaction were evaluated. It was found that students in the experimental group had higher motivation to learn, skill laboratory satisfaction, knowledge and skill performance score and application confidence compared to the control group . Gowri, Minolin and Thenmozhi (2013) conducted a semi-experimental study in order to teach obstetric palpation skills to nursing second year students in antenatal period.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind (investigator, outcomes assessor)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| video group | Experimental | Behavioral: video educationWithin the scope of Nursing Fundamentals course, a 4-hour theoretical training will be given to the experimental group in the classroom setting. Video presentation including powerpoint presentation and tracheostomy care skill application will be prepared in line with the Respiratory System course content. The powerpoint presentation prepared will be explained by the researchers to the video group students in the classroom by question, answer, discussion and demonstration methods. Immediately after the lecture, students will be watched by the video-assisted teaching method, and the video of tracheostomy care The videos will be sent to students via e-mail. A two-day warning message will be sent to the students from the WhatsApp group to watch the video by the researchers. A week later, students will be invited to the basic skills laboratory for tracheostomy care. |
| demonstration group | No intervention | –Within the scope of Nursing Fundamentals course, a 4-hour theoretical training will be given to the control group in the classroom setting. Powerpoint presentation will be prepared in line with the Respiratory System course content. The powerpoint presentation prepared will be explained to the control group students by the researchers in the classroom by question, answer, discussion and demonstration methods. Immediately after the lecture, students will be taken to the basic skills laboratory and tracheostomy care will be performed on the dummy by the researchers using the demonstration method. Then, students will be given the output of the powerpoint presentation and asked to study the lecture notes for a week. A two-day warning message will be sent by the researchers to students from the WhatsApp group to study. A week later, students will be invited to the basic skills laboratory to practice tracheostomy care. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (3 listed)
- Being volunteer to participate in the research
- Taking the fundamentals of nursing for the first time
- No clinical experience
Key exclusion criteria (1 listed)
- Being the second time of nursing basis course
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| video educationtracheostomy care will be given to student nurses with video training | Behavioural | video group |
Primary outcome
Tracheostomy Care Ability
Time frame: 1 month
The literature was scanned and tracheostomy care skill assessment guide was prepared by the researchers. This guidebook is a 32-item form of the procedure for preparing the psychomotor skill levels of the students in the video and demonstration group regarding the care of the patient with tracheostomy. While evaluating the forms, the observed steps will be divided into "full" and "incorrect", 1 point will be given for the fully applied step and 0 points will be given for the wrongly applied and not observed steps. Every correct step applied by students is calculated as "1" point, and every step that is not done or wrong is calculated as "0" point. The minimum score obtained from the Tracheostomy Care Skill Evaluation Form is 32 and the maximum score is 0. The skill assessment form prepared was presented to the opinion of three faculty members who are experts in the field of nursing principles in terms of scope validity.
Continuity-Status Anxiety Level
Time frame: 1 month
The Inventory is composed of two parts: State Anxiety Inventory and Trait Anxiety Inventory. In the State Anxiety Inventory, the individual needs to be able to express how he feels under certain conditions, and in the Trait Anxiety Inventory, he usually needs to express how the individual feels. The big score from the scales expresses the high anxiety level, the small score indicates the low anxiety level. He states that 0-19 points obtained from the State-Trait Anxiety Inventory are not anxiety, 20-39 points mean mild, 40-59 points mean moderate, 60-79 points mean severe anxiety, and individuals who score 60 or more need professional help.
Level Of Satisfaction FromEducation Methods
Time frame: 1 month
The survey consists of 16 propositions. One of these propositions is the proposition "I am satisfied with this training method in general", which questions the satisfaction with education. Other propositions, on the other hand, are composed of propositions aimed at determining the opinions of the education method about the contribution of the student to learning and professional life. Each proposition is scored on the 5-point Likert scale. It is determined that as the scale score increases, the satisfaction of the students from the education method increases, and as the scale point average decreases, their satisfaction from the education method decreases. In the evaluation of the scale, a minimum of 16 and a maximum of 80 points are given to the satisfaction of the students with the education methods.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 3 Mar 2020.
- Results publication: PubMed 26389858Lee NJ, Chae SM, Kim H, Lee JH, Min HJ, Park DE. Mobile-Based Video Learning Outcomes in Clinical Nursing Skill Education: A Randomized Controlled Trial. Comput Inform Nurs. 2016 Jan;34(1):8-16. doi: 10.1097/CIN.0000000000000183.
- Results publication: PubMed 23316461Salina L, Ruffinengo C, Garrino L, Massariello P, Charrier L, Martin B, Favale MS, Dimonte V. Effectiveness of an educational video as an instrument to refresh and reinforce the learning of a nursing technique: a randomized controlled trial. Perspect Med Educ. 2012 May;1(2):67-75. doi: 10.1007/s40037-012-0013-4. Epub 2012 Apr 28.
- Individual participant dataSharing planned: Undecided
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing video education in people with Skill, Coping and Satisfaction, run by Istanbul University - Cerrahpasa at 1 site in Cyprus.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 3 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 3 Mar 2020. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Cyprus. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Tracheostomy Care Ability (time frame: 1 month). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT04294173, which also lists 2 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 3 Mar 2020; AzTrials last refreshed its copy on 6 Nov 2026.