Comparison of different teaching methods in increasing nursing students' competencies for safe use of medical devices

Aim: This study aimed to compare the effects of teach-back and of video-assisted teaching in enhancing nursing students' competency in the safe use of medical devices. Material and Method: The study was conducted using a randomized controlled experimental design with a sample of 91 final-year nursing students (31 in the teach-back group, 30 in the video group, and 30 in the control group). Data were gathered through a Demographic Characteristics Form, Medical Device Competency Knowledge Test, Medical Device Self-Efficacy Scale, and Medical Device Usage Skills Assessment Form. The teach-back group received six hours of training over three sessions, focusing on bedside monitors, infusion pumps, and suction devices. The video group received theoretical and practical video presentations on the same devices. All groups underwent pre-tests prior to the intervention and post-tests two weeks later. Results: The study identified significant differences among groups in terms of average post-test scores for knowledge, self-efficacy, and skills related to bedside monitors, infusion pumps, and suction devices (p<0.05). Both the teach-back and video-assisted teaching groups demonstrated higher mean scores in knowledge, self-efficacy, and skills compared to the control group (p<0.05). Additionally, the teach-back group exhibited statistically significantly higher self-efficacy scores than the video-assisted teaching group (p<0.05). Conclusion: In the study, it was determined that both the teach-back and video-assisted teaching methods were effective in enhancing students' levels of medical device knowledge, self-efficacy, and skills. Additionally, the teach-back method was found to be more effective than the video method in improving self-efficacy levels.