Effects of video-based teaching on nursing students' nursing process practice skills and self-efficacy in clinical performance

The quasi-experimental study was performed to investigate the effects of video supported teaching on nursing students' nursing process practice skills and self-efficacy in clinical performance. The study was carried out in Ege University Faculty of Nursing between October 1, 2018 and June 30, 2019. The population of the study comprised 296 second-grade students in Ege University Faculty of Nursing in the 2018-2019 academic year. In the sample selection, the students were first randomized according to their sex and academic grade point average, and then 72 students were assigned to the sample of the study (36 students to the experimental group and 36 students to the control group) by drawing lots. The data were collected by the researcher using the survey method. In the data collection, 'Student Descriptive Characteristics Form', 'Nursing Process Practice Skills Assessment Form' and 'Self-Efficacy in Clinical Performance Scale' were used. Nursing process was explained theoretically to the students both in the control group and in the experimental group in the classroom, and then a case study sample prepared for the nursing process was shared. A video on nursing process application which was prepared in accordance with the scenario and for which expert opinion was obtained was shown to the experimental group. Then the address of the video link and the password to access the link were sent to the e-mail addresses of the students in the experimental group and they were told that they could access the video as many times as they wished during the clinical application. Nursing processes / care plans prepared by the students during the clinical practices were assessed using the 'Nursing Process Practice Skills Assessment Form'. The students' self-efficacy in clinical performance was assessed using the 'Self-Efficacy in Clinical Performance Scale'. In the analysis of the study data, number and percentage distributions, Pearson's chi-square test, Kruskal-Wallis and Mann-Whitney U test were used. To conduct the study, the written permissions were obtained from the Scientific Research and Publication Ethics Committee of Burdur Mehmet Akif Ersoy University and the Dean of the Faculty of Nursing. The mean age of the participating students was 20.18 ± 0.53. Of them, 84.7% were women, 80.6% chose the nursing profession of their own free will and 40.3% were satisfied with the teaching of the nursing process. The students in the experimental group obtained significantly higher mean scores from the 'Nursing Process Practice Skills Assessment Form' and its data collection, determination of nursing diagnoses, planning of interventions, application, evaluation subscales (p <0.05) and from the 'Self-Efficacy in Clinical Performance Scale'. and its data collection, diagnosis / planning and evaluation subscales than did the students in the control group (p <0.05). The analysis revealed that there were no statistically significant differences between the students in the experimental and control groups in terms of the mean scores they obtained from the application subscale (p> 0.05). Of the variables, sex, choosing the nursing profession of their own free will and being satisfied with the teaching of the nursing process did not affect the scores they obtained from the 'Nursing Process Practice Skills Assessment Form' and 'Self-Efficacy in Clinical Performance Scale' were used. It has been determined that video-based teaching has a positive effect on nursing students' nursing process practice skills and self-efficacy in clinical performance. Keywords; Nursing; video-based teaching; nursing process; clinical performance; self-efficacy.