{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,24]],"date-time":"2026-09-24T15:48:49Z","timestamp":1790264929630,"version":"4.1.0"},"reference-count":35,"publisher":"Korean Continence Society","issue":"2","license":[{"start":{"date-parts":[[2025,6,30]],"date-time":"2025-06-30T00:00:00Z","timestamp":1751241600000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc\/3.0\/"}],"content-domain":{"domain":["einj.org"],"crossmark-restriction":true},"short-container-title":["Int Neurourol J"],"published-print":{"date-parts":[[2025,6,30]]},"abstract":"<jats:p>Purpose: Clinical skills training in nursing aims to equip students with the essential knowledge, skills, and attitudes required to successfully overcome challenges encountered in clinical settings and deliver optimal patient care. This study aimed to evaluate the effectiveness of video-based self-assessment as an educational tool for teaching urinary catheterization\u2014a crucial clinical skill\u2014to nursing students.Methods: This study employed a randomized, single-blind, parallel-group controlled design. A total of 61 undergraduate nursing students participated (30 students in the experimental group and 31 in the control group). Students were randomly allocated to either the experimental or control group. The experimental group received conventional teaching methods supplemented by video-assisted education, while the control group received only conventional teaching methods. Pretests and posttests were administered to both groups.Results: The experimental group\u2019s mean posttest score regarding urinary system knowledge was higher than that of the control group, but the difference was not statistically significant (P&gt;0.05). However, within the experimental group, the difference between pretest and posttest mean scores on urinary system knowledge was statistically significant. Furthermore, the experimental group\u2019s mean posttest score for urinary catheterization placement skills was significantly higher than that of the control group (P&lt;0.001).Conclusions: The video-based self-assessment method effectively enhanced the development of professional skills, such as urinary catheterization, among nursing students.<\/jats:p>","DOI":"10.5213\/inj.2448450.225","type":"journal-article","created":{"date-parts":[[2025,6,26]],"date-time":"2025-06-26T23:11:17Z","timestamp":1750979477000},"page":"103-109","update-policy":"https:\/\/doi.org\/10.5213\/crossmark_policy","source":"Crossref","is-referenced-by-count":5,"title":["Empowering Nursing Students: How Video-Based Teaching Enhances Urinary Catheterization Skills \u2013 A Randomized Controlled Study"],"prefix":"10.5213","volume":"29","author":[{"given":"Ayten","family":"Kaya","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1622-8184","authenticated-orcid":true,"given":"Hanife","family":"Durgun","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"3166","reference":[{"key":"ref1","first-page":"12027","volume-title":"The importance of appropriate implementation of essential skills, clinical supervision, and competency skills among nursing students in providing nursing care\u2013a conceptual framework","author":"Johari","year":"2024"},{"key":"ref2","doi-asserted-by":"publisher","DOI":"10.1016\/j.pec.2021.10.016"},{"key":"ref3","first-page":"2058","volume-title":"Umbrella review: newly graduated nurses\u2019 experiences of providing direct care in hospital settings","author":"Kaldal","year":"2023"},{"key":"ref4","doi-asserted-by":"publisher","DOI":"10.1177\/0844562118771832"},{"key":"ref5","doi-asserted-by":"publisher","DOI":"10.1016\/j.nepr.2018.11.021"},{"key":"ref6","first-page":"401","volume-title":"Relationship between theoretical education and professional practice in nursing and the self-efficacy level of students","author":"Sancar","year":"2021"},{"key":"ref7","doi-asserted-by":"publisher","DOI":"10.5961\/jhes.2020.397"},{"key":"ref8","doi-asserted-by":"publisher","DOI":"10.1186\/s12909-021-02919-x"},{"key":"ref9","doi-asserted-by":"publisher","DOI":"10.16899\/jcm.738510"},{"key":"ref10","doi-asserted-by":"publisher","DOI":"10.1002\/pits.20618"},{"key":"ref11","doi-asserted-by":"publisher","DOI":"10.1187\/cbe.16-03-0125"},{"key":"ref12","doi-asserted-by":"publisher","DOI":"10.3109\/03091902.2015.1085600"},{"key":"ref13","doi-asserted-by":"publisher","DOI":"10.1080\/1040841x.2023.2167593"},{"key":"ref14","doi-asserted-by":"publisher","DOI":"10.1111\/jjns.12469"},{"key":"ref15","doi-asserted-by":"publisher","DOI":"10.3390\/healthcare10081473"},{"key":"ref16","doi-asserted-by":"publisher","DOI":"10.1016\/j.nedt.2023.105952"},{"key":"ref17","doi-asserted-by":"publisher","DOI":"10.1097\/nne.0000000000000569"},{"key":"ref18","doi-asserted-by":"publisher","DOI":"10.1016\/j.ecns.2016.12.006"},{"key":"ref19","first-page":"117","volume-title":"SPIRIT 2013 statement: defining standard protocol items for clinical trials","author":"Ak\u0131n","year":"2021"},{"key":"ref20","doi-asserted-by":"publisher","DOI":"10.1016\/j.jclinepi.2024.111309"},{"key":"ref21","first-page":"145","volume-title":"Use of active learning methods in nursing education: jigsaw technique","author":"Filiz","year":"2017"},{"key":"ref22","doi-asserted-by":"publisher","DOI":"10.1016\/j.teln.2019.09.002"},{"key":"ref23","first-page":"173","volume-title":"Implementation of active learning methods by nurse educators in undergraduate nursing students\u2019 programs - 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