The Effect of Video-Technology-Based Structured Self-Assessment on Nursing Students' Knowledge, Skills, and Self-Confidence in Peripheral Intravenous Catheter (PIVC) Insertion

Peripheral intravenous catheter (PIVC) insertion is a fundamental psychomotor skill in nursing education, yet students often experience anxiety, low confidence, and difficulty achieving competency during this learning process. Video-assisted structured self-evaluation is a contemporary educational method that enables students to review their own performance, increase self-awareness, identify errors, and refine their clinical decision-making.

This randomized controlled, parallel-group, assessor-blinded study investigates the impact of video-based structured self-evaluation on first-year nursing students' knowledge, technical skills, and self-confidence in PIVC insertion. In the intervention group, students' PIVC insertion performances during the skills laboratory session will be recorded by the research team. Students will then review their individual performance videos, complete a standardized structured self-evaluation checklist, and receive a guided feedback session from the instructor.

In the control group, students' PIVC insertion procedures will similarly be video-recorded by the research team for assessment purposes; however, students will not access their videos and will not complete structured self-evaluation or receive video-based feedback. Knowledge level and self-confidence will be measured immediately after the theoretical training (pre-test), following completion of the laboratory training (assessment of knowledge, skills, and self-confidence), and two weeks later (follow-up assessment of knowledge, skills, and self-confidence). Skill performance scores will be determined by blinded evaluators using a standardized peripheral intravenous catheter (PIVC) skills checklist through review of video recordings.