Video-Supported Collaborative Learning: Effects on Nursing Students' OSCE Performance and Self-Efficacy Beliefs.
Abstract
Background
Video-supported collaborative learning is an innovative method that affects students' self-efficacy and objective structured clinical examination (OSCE) performance warranting further evaluation and wider dissemination.
Method
A two-arm, parallel-group randomized controlled trial was conducted with first-year nursing students in the capital of Türkiye during the 2024-2025 academic year. For OSCE preparation in the refresher training laboratory, the intervention group received video-supported collaborative learning, while the control group received traditional instruction. Students' self-efficacy beliefs were assessed before and after the intervention, and OSCE performance was evaluated.
Results
A statistically significant increase in mean self-efficacy scores was observed in the intervention group from pretest to posttest. The intervention group also achieved significantly higher mean OSCE scores than the control group.
Conclusion
These findings suggest that video-supported collaborative learning is associated with improvements in self-efficacy and OSCE performance. Incorporating such methods into nursing education may be beneficial; however, further research is needed to confirm these findings.