Melikoğlu Seçil Erden, Demircan Burcu, Yorulmaz Yasemin Kıyak
Florence Nightingale Faculty of Nursing, Department of Fundamentals of Nursing, Istanbul University-Cerrahpaşa, Istanbul, Turkey.
Faculty of Health Sciences, Department of Nursing, Bezmialem Vakif University, Istanbul, Turkey.
BMC Med Educ. 2025 Jul 31;25(1):1134. doi: 10.1186/s12909-025-07714-6.
Video-assisted teaching is becoming increasingly important in nursing education.
This randomized controlled study was conducted to determine the effect of video-assisted instruction on nursing students' Range of Motion (ROM) practice skills and anxiety levels.
The study sample consisted of 72 first-year nursing students enrolled in the Fundamentals of Nursing course at a university in Istanbul, Turkey. In this randomized controlled study, range of motion exercises training was given to the video group (n = 36) in combination with traditional teaching and video-assisted teaching, while the control group (n = 36) received only traditional teaching. One week after the training, each student was invited to the laboratory, where the "State Anxiety Inventory" was administered. Following this, students performed range of motion exercises on a full-size human model. Their performance was evaluated by an independent observer using the Range of Motion Exercise Practice Skills Checklist.
The range of motion exercise practice skill scores of students in the video group were significantly higher than those in the control group (p = .000). Although the anxiety scores of the video group were lower, the difference between the groups was not statistically significant (p = .433). No significant relationship was found between students' state anxiety scores and their practice skills.
Considering the increasing demand for technology in meeting the learning needs of contemporary nursing students, nursing educators may utilize video-assisted teaching materials to enhance students' range of motion exercise practice skills, which are essential in clinical practice.
视频辅助教学在护理教育中变得越来越重要。
本随机对照研究旨在确定视频辅助教学对护生关节活动度（ROM）实践技能和焦虑水平的影响。
研究样本包括土耳其伊斯坦布尔一所大学护理基础课程的72名一年级护生。在这项随机对照研究中，视频组（n = 36）在接受传统教学的同时结合视频辅助教学进行关节活动度练习培训，而对照组（n = 36）仅接受传统教学。培训一周后，邀请每位学生到实验室，进行“状态焦虑量表”测试。之后，学生在全尺寸人体模型上进行关节活动度练习。由一名独立观察者使用关节活动度练习技能检查表对他们的表现进行评估。
视频组学生的关节活动度练习技能得分显著高于对照组（p = .000）。虽然视频组的焦虑得分较低，但两组之间的差异无统计学意义（p = .433）。未发现学生的状态焦虑得分与其实践技能之间存在显著关系。
考虑到满足当代护生学习需求对技术的需求不断增加，护理教育工作者可利用视频辅助教学材料来提高学生的关节活动度练习技能，这在临床实践中至关重要。
