The effect of video-supported pressure injury training on caregivers knowledge levels attitudes behaviors and responses

Aim: This study aimed to determine the effect of video-supported education provided to caregivers of patients at high risk of pressure injury on their knowledge level, attitudes, practices, and caregiving responses. Material and Method: The research was conducted as a randomized controlled experimental study. The sample consisted of 270 caregivers determined by power analysis (90 video-supported education, 90 traditional education, 90 control). Data were collected using the "Sociodemographic Characteristics Form," "Braden Pressure Ulcer Risk Assessment Scale," "Caregiver Reaction Assessment Scale" and the "Caregivers' Knowledge, Attitude and Practice Scale for Pressure Injury Prevention" which we validated in Turkish for our study. In video-supported education group, training videos on pressure injury prevention and care were shown three times a week for four weeks. In the traditional education group, face-to-face training was provided using a booklet prepared in line with the literature, while the control group received no intervention. Pre-test and post-test measurements were performed in all groups. Results: Knowledge, attitude, and practice scores increased in all groups over time, with the video-supported education group showing the most pronounced improvement. Group–time interaction results indicated that video-supported education was more effective in enhancing knowledge and practice than traditional education and the control group (p<0.05). Caregiver response, measured by Caregiver Reaction Assessment Scale, decreased significantly in the video-supported group after the intervention. Subscale analysis revealed improvements in self-esteem, disruption in planning, and financial problems, whereas no significant changes were observed in family support and health problems. Conclusion: Video-supported education is an effective method for improving knowledge, strengthening practices, and reducing caregiver response, with contributions to attitudes similar to traditional education. Keywords: Caregiver, Caregiving Behavior, Caregiving Response, Caregiving Attitude, Pressure Injury, Video Supported Education.