Teach-back versus video-assisted instruction for improving nursing students' knowledge, self-efficacy and skills in safe medical device use.
TL;DR
Both teach-back and video-assisted instruction significantly improved nursing students' knowledge, self-efficacy, and psychomotor skills in safe medical device use compared to the control group.
Abstract
Background
Nursing students' proficiency in medical device use is critical for patient safety. However, this training is often unstructured in nursing curricula, necessitating evidence-based practice.
Aims
To compare the effects of teach-back and video-assisted instruction on nursing students' knowledge, self-efficacy, and skills in safe medical device use.
Methods
A randomized controlled trial with a repeated-measures design was conducted among 91 final-year nursing students (teach-back = 31, video = 30, control = 30). Training focused on bedside monitors, infusion pumps, and suction devices. Knowledge, self-efficacy, and skills were assessed.
Results
The findings indicated that the teach-back and video-assisted teaching groups had significantly higher average scores in knowledge, self-efficacy, and skills than the control group (p < 0.001). Although no statistically significant difference was found between the teach-back and video-assisted teaching groups regarding knowledge and skills scores (p > 0.05), the self-efficacy scores were significantly higher in the teach-back group (p < 0.05).
Conclusions
Both teach-back and video-assisted instruction significantly improved nursing students' knowledge, self-efficacy, and psychomotor skills in safe medical device use compared to the control group. While both methods were equally effective in knowledge and skill acquisition, teach-back demonstrated a superior effect in enhancing self-efficacy. Given their complementary strengths, future educational strategies could explore integrating video-assisted instruction with teach-back to optimize both skill competency and self-efficacy. TRIAL REGISTRATION NCT05354687.