Preliminary Effects of a Video-Assisted Teaching Module on Knowledge and IV Flushing Skills Among Staff Nurses: A Pilot Study

Abstract

Background Intravenous (IV) catheter flushing is a routine component of vascular access care and requires appropriate knowledge and technical competence to support safe clinical practice. Video-assisted teaching has emerged as a useful educational approach for teaching clinical and psychomotor skills in nursing. Before undertaking a larger study, it is important to determine whether the proposed methodology, intervention, research tools, and assessment procedures are feasible and practical. Objective This pilot study aimed to assess the feasibility of the proposed study methodology and the practicality of the research tools and procedures, while obtaining preliminary evidence regarding changes in knowledge and IV flushing skills among staff nurses following a Video-Assisted Teaching Module (VATM). Methods A one-group pre-test–post-test pilot study was conducted among 30 staff nurses working in a tertiary-care hospital in Kolkata, West Bengal. Participants were assessed using a demographic proforma, a Structured Knowledge Questionnaire, and a 22-step IV Flushing Skill Observation Checklist. The VATM consisted of an educational video incorporating theoretical content and demonstration of the IV flushing procedure. Participants also provided feedback regarding the teaching module. Data collection was conducted over three days: baseline assessment on Day 1, administration of the VATM and feedback collection on Day 2, and post-test assessment on Day 3. Descriptive statistics and paired-sample t-tests were used for analysis. Results The mean knowledge score increased from 23.17 ± 3.69 at pre-test to 27.17 ± 2.34 at post-test, with a mean increase of 4.00 points (t = 5.50, p < 0.001). The proportion of participants achieving the predetermined knowledge pass mark increased from 33.3% to 83.3%. Mean skill performance improved from 14.43 ± 3.75 to 19.77 ± 3.27 out of 22 steps (t = 8.13, p < 0.001). The mean number of red flags decreased from 3.53 ± 1.59 to 0.97 ± 1.40 (p < 0.001). The study procedures and assessment tools were feasible to administer, and participant feedback indicated generally positive acceptance of the VATM. Conclusion The pilot study demonstrated that the proposed methodology, data collection procedures, and assessment tools were practical for implementation. Preliminary findings suggest that the VATM may improve nurses' knowledge and IV flushing skills. However, the findings should not be interpreted as definitive evidence of intervention effectiveness because of the pilot design and small sample size. The results provide useful information for planning a larger study.