First-person perspective videos enhancing nursing students’ learning of peripheral intravenous insertion: A quasi-experimental study

Abstract

This study compared the effects of three types of preparatory materials on nursing students’ perceived learning of peripheral intravenous catheter insertion. A quasiexperimental post-test design was conducted with second-semester nursing students (n=76) in a Finnish University of Applied Sciences. Students were divided into three groups: written material, third-person video, and first-person perspective video.

Results showed a statistically significant difference in perceived learning and material comprehensiveness (p<0.001). Students who viewed the first-person video reported higher learning outcomes and greater clarity compared to the other groups. The immersive perspective helped students better understand procedural steps, equipment, and aseptic techniques. The findings suggest that first-person perspective videos are an effective method for teaching complex clinical skills and can enhance students’ readiness for practical training.