Evaluating the Effectiveness of Structured Self-Evaluation of Video Recorded Performance for Peripheral Intravenous Catheter Insertion: A Mixed Method Randomized Control Trial

Background: The learning and demonstration of a clinical procedure is a fundamental aspect of any nursing program. One common invasive clinical procedure is peripheral intravenous cannulation. Aim: This study aimed to evaluate an innovative teaching approach of self-evaluating video-recorded performance for final year undergraduate nursing students. Methods: Guided by Ericsson's deliberate practice theory, a single-center, nonblinded, 2-group, mixed method randomized control trial was designed to provide students with more simulated practice opportunities. Results: There was no significant difference in average knowledge, performance and attitude scores between the control and intervention groups at follow-up. However, both control and experimental group separately, improved significantly in their average knowledge, performance, and attitude scores from baseline to follow-up. Qualitative responses were positive from students regarding additional practice sessions and the intervention. Conclusions: The findings of this study demonstrate that more simulated practice sessions and self-evaluating video-recorded performance are promising teaching strategies that can be implemented to improve educational outcomes and to increase students’ satisfaction with their learning.