The effect of video-assisted teaching on nursing students'practice skills and anxiety levels in Range of Motion (ROM) exercises: a randomized controlled study.

BACKGROUND

Video-assisted teaching is becoming increasingly important in nursing education.

AIM

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.

METHODS

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.

RESULTS

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.

CONCLUSION

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.