Abstract

The learning and demonstration of a clinical procedure is a fundamental aspect of any nursing program. One common invasive clinical procedure is peripheral intravenous cannulation. This study aimed to evaluate an innovative teaching approach of self-evaluating video-recorded performance for final year undergraduate nursing students. Guided by Ericsson's deliberate practice theory, a single-center, nonblinded, 2-group, mixed method randomized control trial was designed to provide students with more simulated practice opportunities. There was no significant difference in average knowledge, performance and attitude scores between the control and intervention groups at follow-up. However, both control and experimental group separately, improved significantly in their average knowledge, performance, and attitude scores from baseline to follow-up. Qualitative responses were positive from students regarding additional practice sessions and the intervention. The findings of this study demonstrate that more simulated practice sessions and self-evaluating video-recorded performance are promising teaching strategies that can be implemented to improve educational outcomes and to increase students' satisfaction with their learning.