Irish journal of medical science · 2026
Teach-back versus video-assisted instruction for improving nursing students' knowledge, self-efficacy and skills in safe medical device use.
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Gürdap Züleyha, Cengiz Zeliha
Аннотация
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.
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.