Nursing CariesNCT06561737
Effect of Video-Based Teaching on Urinary Catheterization Skills
A study testing Video in people with Nursing Caries, run by Ordu University at 1 site in Turkey (Türkiye).
Trial summary
Urinary catheters, which can be urethral or suprapubic, are frequently used to measure urine output, control urinary output during surgery, and provide urine output in individuals with urinary excretion problems such as urinary incontinence and urinary retention (Chadha et al., 2024; Feneley, Hopley, \& Wells, 2015). Read more about this study
- Who is it for?
- Ages 18 years and older
- Conditions the study is for
- Nursing Caries
- What is being tested?
- Video
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 112 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 1 Jun 2024to 1 Jul 2024
- 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
- No healthy volunteers
- Adult, Older adult
Who may be able to join
- A first-year student in the department of nursing,
- smartphone users,
- taking the nursing principles course for the first time, t
- those who volunteered to participate in the study.
Who cannot join
- Graduating from health vocational high school,
- having previous knowledge of urinary catheter placement skills,
- wanting to withdraw from the study at any stage.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Effect of Video-Based Teaching on Urinary Catheterization Skills: Randomized Controlled Study
Urinary catheters, which can be urethral or suprapubic, are frequently used to measure urine output, control urinary output during surgery, and provide urine output in individuals with urinary excretion problems such as urinary incontinence and urinary retention (Chadha et al., 2024; Feneley, Hopley, \& Wells, 2015). This practice, which has an important place in patient safety, should be explained to nursing students in line with current evidence-based knowledge, and students should have access to up-to-date information and improve their skills in this regard (Aldridge \& Hummel, 2019; Güven Özdemir \& Kaya, 2023). However, nursing students may not have the opportunity to perform this practice in the clinical field due to the high risk of infection and the fact that the practice requires more sensitivity in terms of privacy than many other practices (Aksoy \& Paslı Gürdoğan, 2022; Chang, 2022; Güven Özdemir \& Kaya, 2023). This situation may prevent students from reinforcing their knowledge and skills, and therefore, after graduation, newly graduated nurses may not have the opportunity to practice this practice in their working life (Aksoy \& Paslı Gürdoğan, 2022; Chang, 2022; Güven Özdemir \& Kaya, 2023).
Read the detailed description
In nursing education, the combination of cognitive, psychomotor and attitudinal behaviors has an important place in the acquisition of professional skills. In the acquisition of psychomotor skills, educational teaching methods such as role playing, skill lists, simulator technologies, scenario-based trainings and video demonstrations are used (Filiz \& Dikmen, 2017;McEnroe et al., 2020; Pivac et al., 2021). Smartphones and the internet, which have entered our lives with the developing technology, have led students to acquire new learning environments (McEnroe et al., 2020). Students have the opportunity to easily access the applications of the courses they want to research or watch on the internet. This situation has revealed the need to change the approach of today's nursing students to learning methods. Especially videos with skill-based trainings facilitate nursing students to learn skills (Mete \& Uysal, 2010). The use of video demonstrations in education and training can make learning more enjoyable by visualizing the information as well as contributing to the reinforcement of the information learned, keeping it in memory and remembering it in the future. Using the video of the skill to be acquired in the learning process allows students to visualize and interpret the skill in their minds (Korhan et al., 2016).
Based on Bandura's Social Learning Theory and adapted from Applied Behavior Analysis, the Video Modeling Method aims for the individual to learn by observing. Video self-modeling practices are used for the acquisition of new skills, fluency in previously acquired skills, and reduction of problem behaviors. This practice first emerged in the early 1970s and its use in educational settings has been developing more slowly compared to other methods (Buggey \& Ogle, 2012). This is a practice based on showing images of individuals performing the target behavior appropriately in order to enable them to exhibit new behaviors or skills (Dowrick \& Hood, 1981).
It is very important for nursing students to recognize their own abilities, develop their skills and take responsibility for their learning. In a study investigating the methods preferred by undergraduate nursing students in learning the psychomotor skills required for clinical practice, students reported that clinical skills laboratory practice helped them learn on their own, they felt more sense of control and felt more confident in patient care (Ekeri Açıkgöz \& Karaca, 2014).
As much as the learning methods used in education and training of nursing students, the evaluation of the developed skill, the student's ability to see the student's mistakes and to recognize these mistakes are as important as the learning methods used in education and training.
- Conditions
- Nursing Caries
- Being tested
- Video
- Keywords
- Nursing Caries, Urinary Chather, Nursing Students, Video
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
VideoOther
For the students in the experimental group, the application was first demonstrated on a model by the course instructor, after which each student was required to perform the application individually. While the students were performing the application, someone not part of the research team recorded them on their phones. During the application, two researchers independently assessed the student's skills using the application checklist. Afterward, the students were asked to watch their videos and evaluate themselves over a 15-day period. After 15 days, the students were called back and asked to perform the same application again. At this stage, the researchers once again evaluated the students independently.
| Study group | Role | What they receive |
|---|---|---|
| Video group | Experimental | For the students in the experimental group, the application was first demonstrated on a model by the course instructor, after which each student was required to perform the application individually. While the students were performing the application, someone not part of the research team recorded them on their phones. During the application, two researchers independently assessed the student's skills using the application checklist. Afterward, the students were asked to watch their videos and evaluate themselves over a 15-day period. After 15 days, the students were called back and asked to perform the same application again. At this stage, the researchers once again evaluated the students independently. Receives: Other: Video |
| Control group | No intervention | The process of insertion and removal of urinary catheterization was first explained to the students in the control group by the instructor of the course in the research team by demonstrations on the models. Then, each student was allowed to perform the application. Then, all students were invited again 15 days later for the second application. In both applications, the students were evaluated independently by the researchers. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Urinary System Information Test Score
The questionnaire was prepared by the researcher based on the literature (Potter et al., 2022; Akın, 2021). The knowledge test consists of 20 multiple-choice questions about the urinary system (3 questions) and urinary system practices (17 questions). The lowest score to be obtained from the test is 0 and the highest score is 20. Before the test was applied to the students, expert opinion was obtained from five lecturers who are experts in the field of Nursing Principles. The test was finalized in line with the recommendations of the experts.
Measured: Through study completion, an average of 2 months
Secondary outcomes (1)
Urinary Catheterization Insertion Skill Checklist Score
The form was created by the researchers in line with the literature to examine and evaluate students' urinary catheterization placement skills (Gündoğdu \& Dikmen, 2020; Potter et al., 2020; Stein \& Hollen, 2023; Ertuğrul, 2023). For the skill list consisting of 47 items in total, expert opinions were obtained from five expert faculty members in the field of Fundamentals of Nursing and two clinical nurses. According to the created guideline; 2 points were given to the response of "Correctly performed application", 1 point to the response of "Application whose order was confused" and 0 points to the response of "Forgotten application or application that was not performed correctly". The skill checklist used to evaluate the skill performance of the students included 3 steps related to pre-application preparation, 29 steps related to the application phase and 15 steps related to catheter removal. Students can get a minimum score of 0 and a maximum score of 94 points from the checklist.
Measured: through study completion, an average of 2 months
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted20 Aug 2024
- Study start1 Jun 2024
- Primary completion15 Jun 2024
- Study completion1 Jul 2024
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (7)Papers the sponsor has linked to this study.
- Other trials for Nursing CariesStudies of the same condition, open and under way.
- 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
- Supportive care
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- This study was a randomized, single-blind, parallel group-controlled trial.
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 112 participants (actual)
Sponsor and investigators
- Lead sponsor
- Ordu University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Hanife DURGUN, Ordu University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06561737
- Sponsor's protocol ID
- Video effect
- Status last verified
- Aug 2024
- First submitted
- 12 Aug 2024
- Last updated
- 20 Aug 2024
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: Assured that the information will not be shared with anyone
Publications
Aksoy B, Pasli Gurdogan E. Examining effects of the flipped classroom approach on motivation, learning strategies, urinary system knowledge, and urinary catheterization skills of first-year nursing students. Jpn J Nurs Sci. 2022 Apr;19(2):e12469. doi: 10.1111/jjns.12469. Epub 2022 Jan 4.
PubMed 34984830Aldridge MD, Hummel F. Nursing Students' Perceptions of Skills Learning: A Phenomenological Study. Nurse Educ. 2019 May/Jun;44(3):170-174. doi: 10.1097/NNE.0000000000000569.
PubMed 30028766Chadha J, Thakur N, Chhibber S, Harjai K. A comprehensive status update on modification of foley catheter to combat catheter-associated urinary tract infections and microbial biofilms. Crit Rev Microbiol. 2024 Mar;50(2):168-195. doi: 10.1080/1040841X.2023.2167593. Epub 2023 Jan 18.
PubMed 36651058Chang CL. Effect of Immersive Virtual Reality on Post-Baccalaureate Nursing Students' In-Dwelling Urinary Catheter Skill and Learning Satisfaction. Healthcare (Basel). 2022 Aug 5;10(8):1473. doi: 10.3390/healthcare10081473.
PubMed 36011130Feneley RC, Hopley IB, Wells PN. Urinary catheters: history, current status, adverse events and research agenda. J Med Eng Technol. 2015;39(8):459-70. doi: 10.3109/03091902.2015.1085600. Epub 2015 Sep 18.
PubMed 26383168Ozdemir NG, Kaya H. The effectiveness of high-fidelity simulation methods to gain Foley catheterization knowledge, skills, satisfaction and self-confidence among novice nursing students: A randomized controlled trial. Nurse Educ Today. 2023 Nov;130:105952. doi: 10.1016/j.nedt.2023.105952. Epub 2023 Aug 23.
PubMed 37639878Pivac S, Skela-Savic B, Jovic D, Avdic M, Kalender-Smajlovic S. Implementation of active learning methods by nurse educators in undergraduate nursing students' programs - a group interview. BMC Nurs. 2021 Sep 18;20(1):173. doi: 10.1186/s12912-021-00688-y.
PubMed 34535119
Study at a glance
From the registry record, last updated by the sponsor on 20 Aug 2024. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effect of Video-Based Teaching on Urinary Catheterization Skills: Randomized Controlled Study
- ClinicalTrials.gov ID
- NCT06561737
- Acronym / sponsor ID
- Video effect
- Conditions
- Nursing Caries
- Keywords
- Nursing Caries, Urinary Chather, Nursing Students, Video
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 112 participants (actual)
- Lead sponsor
- Ordu UniversityUniversity, hospital or other
- Study start
- 1 Jun 2024 (actual)
- Primary completion
- 15 Jun 2024 (actual)
- Study completion
- 1 Jul 2024 (actual)
- First posted
- 20 Aug 2024 (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.
Urinary catheters, which can be urethral or suprapubic, are frequently used to measure urine output, control urinary output during surgery, and provide urine output in individuals with urinary excretion problems such as urinary incontinence and urinary retention (Chadha et al., 2024; Feneley, Hopley, \& Wells, 2015). This practice, which has an important place in patient safety, should be explained to nursing students in line with current evidence-based knowledge, and students should have access to up-to-date information and improve their skills in this regard (Aldridge \& Hummel, 2019; Güven Özdemir \& Kaya, 2023). However, nursing students may not have the opportunity to perform this practice in the clinical field due to the high risk of infection and the fact that the practice requires more sensitivity in terms of privacy than many other practices (Aksoy \& Paslı Gürdoğan, 2022; Chang, 2022; Güven Özdemir \& Kaya, 2023). This situation may prevent students from reinforcing their knowledge and skills, and therefore, after graduation, newly graduated nurses may not have the opportunity to practice this practice in their working life (Aksoy \& Paslı Gürdoğan, 2022; Chang, 2022; Güven Özdemir \& Kaya, 2023).
Detailed description
In nursing education, the combination of cognitive, psychomotor and attitudinal behaviors has an important place in the acquisition of professional skills. In the acquisition of psychomotor skills, educational teaching methods such as role playing, skill lists, simulator technologies, scenario-based trainings and video demonstrations are used (Filiz \& Dikmen, 2017;McEnroe et al., 2020; Pivac et al., 2021). Smartphones and the internet, which have entered our lives with the developing technology, have led students to acquire new learning environments (McEnroe et al., 2020). Students have the opportunity to easily access the applications of the courses they want to research or watch on the internet. This situation has revealed the need to change the approach of today's nursing students to learning methods. Especially videos with skill-based trainings facilitate nursing students to learn skills (Mete \& Uysal, 2010). The use of video demonstrations in education and training can make learning more enjoyable by visualizing the information as well as contributing to the reinforcement of the information learned, keeping it in memory and remembering it in the future. Using the video of the skill to be acquired in the learning process allows students to visualize and interpret the skill in their minds (Korhan et al., 2016).
Based on Bandura's Social Learning Theory and adapted from Applied Behavior Analysis, the Video Modeling Method aims for the individual to learn by observing. Video self-modeling practices are used for the acquisition of new skills, fluency in previously acquired skills, and reduction of problem behaviors. This practice first emerged in the early 1970s and its use in educational settings has been developing more slowly compared to other methods (Buggey \& Ogle, 2012). This is a practice based on showing images of individuals performing the target behavior appropriately in order to enable them to exhibit new behaviors or skills (Dowrick \& Hood, 1981).
It is very important for nursing students to recognize their own abilities, develop their skills and take responsibility for their learning. In a study investigating the methods preferred by undergraduate nursing students in learning the psychomotor skills required for clinical practice, students reported that clinical skills laboratory practice helped them learn on their own, they felt more sense of control and felt more confident in patient care (Ekeri Açıkgöz \& Karaca, 2014).
As much as the learning methods used in education and training of nursing students, the evaluation of the developed skill, the student's ability to see the student's mistakes and to recognize these mistakes are as important as the learning methods used in education and training.
Study design
- Primary purpose
- Supportive care
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (participant)
- Number of arms
- 2
- Model description
- This study was a randomized, single-blind, parallel group-controlled trial.
| Arm | Type | Receives |
|---|---|---|
| Video group | Experimental | Other: VideoFor the students in the experimental group, the application was first demonstrated on a model by the course instructor, after which each student was required to perform the application individually. While the students were performing the application, someone not part of the research team recorded them on their phones. During the application, two researchers independently assessed the student's skills using the application checklist. Afterward, the students were asked to watch their videos and evaluate themselves over a 15-day period. After 15 days, the students were called back and asked to perform the same application again. At this stage, the researchers once again evaluated the students independently. |
| Control group | No intervention | –The process of insertion and removal of urinary catheterization was first explained to the students in the control group by the instructor of the course in the research team by demonstrations on the models. Then, each student was allowed to perform the application. Then, all students were invited again 15 days later for the second application. In both applications, the students were evaluated independently by the researchers. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (4 listed)
- A first-year student in the department of nursing,
- smartphone users,
- taking the nursing principles course for the first time, t
- those who volunteered to participate in the study.
Key exclusion criteria (3 listed)
- Graduating from health vocational high school,
- having previous knowledge of urinary catheter placement skills,
- wanting to withdraw from the study at any stage.
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 |
|---|---|---|
| VideoFor the students in the experimental group, the application was first demonstrated on a model by the course instructor, after which each student was required to perform the application individually. While the students were performing the application, someone not part of the research team recorded them on their phones. During the application, two researchers independently assessed the student's skills using the application checklist. Afterward, the students were asked to watch their videos and evaluate themselves over a 15-day period. After 15 days, the students were called back and asked to perform the same application again. At this stage, the researchers once again evaluated the students independently. | Other | Video group |
Primary outcome
Urinary System Information Test Score
Time frame: Through study completion, an average of 2 months
The questionnaire was prepared by the researcher based on the literature (Potter et al., 2022; Akın, 2021). The knowledge test consists of 20 multiple-choice questions about the urinary system (3 questions) and urinary system practices (17 questions). The lowest score to be obtained from the test is 0 and the highest score is 20. Before the test was applied to the students, expert opinion was obtained from five lecturers who are experts in the field of Nursing Principles. The test was finalized in line with the recommendations of the experts.
1 secondary outcome
Urinary Catheterization Insertion Skill Checklist Score
Time frame: through study completion, an average of 2 months
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 20 Aug 2024.
- Results publication: PubMed 34984830Aksoy B, Pasli Gurdogan E. Examining effects of the flipped classroom approach on motivation, learning strategies, urinary system knowledge, and urinary catheterization skills of first-year nursing students. Jpn J Nurs Sci. 2022 Apr;19(2):e12469. doi: 10.1111/jjns.12469. Epub 2022 Jan 4.
- Results publication: PubMed 30028766Aldridge MD, Hummel F. Nursing Students' Perceptions of Skills Learning: A Phenomenological Study. Nurse Educ. 2019 May/Jun;44(3):170-174. doi: 10.1097/NNE.0000000000000569.
- Results publication: PubMed 36651058Chadha J, Thakur N, Chhibber S, Harjai K. A comprehensive status update on modification of foley catheter to combat catheter-associated urinary tract infections and microbial biofilms. Crit Rev Microbiol. 2024 Mar;50(2):168-195. doi: 10.1080/1040841X.2023.2167593. Epub 2023 Jan 18.
- Results publication: PubMed 36011130Chang CL. Effect of Immersive Virtual Reality on Post-Baccalaureate Nursing Students' In-Dwelling Urinary Catheter Skill and Learning Satisfaction. Healthcare (Basel). 2022 Aug 5;10(8):1473. doi: 10.3390/healthcare10081473.
- Results publication: PubMed 26383168Feneley RC, Hopley IB, Wells PN. Urinary catheters: history, current status, adverse events and research agenda. J Med Eng Technol. 2015;39(8):459-70. doi: 10.3109/03091902.2015.1085600. Epub 2015 Sep 18.
- Results publication: PubMed 37639878Ozdemir NG, Kaya H. The effectiveness of high-fidelity simulation methods to gain Foley catheterization knowledge, skills, satisfaction and self-confidence among novice nursing students: A randomized controlled trial. Nurse Educ Today. 2023 Nov;130:105952. doi: 10.1016/j.nedt.2023.105952. Epub 2023 Aug 23.
- Results publication: PubMed 34535119Pivac S, Skela-Savic B, Jovic D, Avdic M, Kalender-Smajlovic S. Implementation of active learning methods by nurse educators in undergraduate nursing students' programs - a group interview. BMC Nurs. 2021 Sep 18;20(1):173. doi: 10.1186/s12912-021-00688-y.
- Individual participant dataSharing planned: No. Assured that the information will not be shared with anyone
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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 in people with Nursing Caries, run by Ordu University at 1 site in Turkey (Türkiye).
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 4 inclusion and 3 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 20 Aug 2024. 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 Turkey (Türkiye). 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?
Urinary System Information Test Score (time frame: Through study completion, an average of 2 months). 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 NCT06561737, which also lists 7 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 20 Aug 2024.