xml: <clinical_study>
    <!-- This xml conforms to an XML Schema at:
      https://clinicaltrials.gov/ct2/html/images/info/public.xsd -->
    <required_header>
      <download_date>ClinicalTrials.gov processed this data on September 20, 2023</download_date>
      <link_text>Link to the current ClinicalTrials.gov record.</link_text>
      <url>https://clinicaltrials.gov/ct2/show/NCT05984693</url>
    </required_header>
    <id_info>
      <org_study_id>TOKAT03</org_study_id>
      <nct_id>NCT05984693</nct_id>
    </id_info>
    <brief_title>Video-Assisted Instruction and Health Education</brief_title>
    <official_title>The Effect of Video-Assisted Instruction on the Ability of Midwifery Students to Provide Health Education</official_title>
    <sponsors>
      <lead_sponsor>
        <agency>Tokat Gaziosmanpasa University</agency>
        <agency_class>Other</agency_class>
      </lead_sponsor>
    </sponsors>
    <source>Tokat Gaziosmanpasa University</source>
    <oversight_info>
      <is_fda_regulated_drug>No</is_fda_regulated_drug>
      <is_fda_regulated_device>No</is_fda_regulated_device>
    </oversight_info>
    <brief_summary>
      <textblock>
        This research was conducted to examine the effect of video-assisted teaching on the health&#xD;
        education skill of midwifery students.&#xD;
      </textblock>
    </brief_summary>
    <detailed_description>
      <textblock>
        Despite emphasizing the importance of the role of health professionals as health educators,&#xD;
        it is observed that health professionals assigned with health education mostly behave in line&#xD;
        with their personal abilities and experiences while training on health-related issues.&#xD;
        However, in order for health education to reach its goals, what health education is, its role&#xD;
        in health promotion should be understood correctly, the principles of health education, the&#xD;
        planning and implementation steps of health education should be well known. The effectiveness&#xD;
        of the nurse as an educator depends on her feeling herself equipped in the role of educator&#xD;
        and having gained knowledge, skills, attitudes and behaviors related to education. A nurse's&#xD;
        ability to teach effectively can optimize patients' knowledge, skills, self-care abilities,&#xD;
        and ability to make informed choices. In a study, it was reported that the knowledge, skills&#xD;
        and attitudes of nurses regarding health education competence were low, and the main factors&#xD;
        affecting the health education practice were lack of education and training, lack of time and&#xD;
        workload. In another study, from the point of view of nursing students, lack of knowledge,&#xD;
        lack of communication skills and heavy workload were reported as the main obstacles to&#xD;
        patient education. Similarly, another study found that health education and health promotion&#xD;
        skills of health professionals are generally not at an acceptable level.Teaching patients&#xD;
        effectively requires knowledge and skill. Nurses can develop their teaching/teaching skills&#xD;
        through practice, training and mentoring. Therefore, the development of health education&#xD;
        skills of midwives, who have important roles and responsibilities in the protection and&#xD;
        development of maternal and newborn, women's and community health, is important for them to&#xD;
        fully fulfill these roles and responsibilities.&#xD;
  &#xD;
        Today, technology has become an indispensable part of the teaching process and has always&#xD;
        played an important role in skills training. Video-based learning refers to knowledge or&#xD;
        skills acquired through video-based instruction. Video is a tool that appeals to more sense&#xD;
        organs because it provides the opportunity to use image and sound together and is used for&#xD;
        modeling. The use of videos in educational environments has effects such as cognitive benefit&#xD;
        (learning a lot and well, keeping in memory, remembering), psychological benefits&#xD;
        (motivation, learning pleasure) and ease of visualizing information. The use of video in the&#xD;
        learning process helps students to create meaningful mental activities and to develop&#xD;
        cognitive abilities such as interpretation, critical thinking, and problem-solving skills.&#xD;
        The literature supports the use of video as a teaching method in gaining psychomotor skills&#xD;
        to midwifery and nursing students. According to our current knowledge, no study has been&#xD;
        found in the national and international literature on the ability of midwives to provide&#xD;
        health education. In this study, the effect of video-assisted instruction on midwifery&#xD;
        students' ability to give health education was examined. It is thought that the data obtained&#xD;
        from this study will contribute to the literature on this subject and will be a source of&#xD;
        inspiration for new studies.&#xD;
  &#xD;
        Place and Time: The research was conducted in Tokat Gaziosmanpaşa University, Faculty of&#xD;
        Health Sciences, Midwifery Department, between 01/04/2023-01/07/2024.&#xD;
  &#xD;
        Population and Sample of the Research: The population of the research consisted of&#xD;
        second-year students (n=88) who took the &quot;Teaching in Midwifery&quot; course in the 2022-2023&#xD;
        academic year, spring semester at Tokat Gaziosmanpaşa University, Faculty of Health Sciences,&#xD;
        Department of Midwifery.&#xD;
  &#xD;
        The sample of the randomized controlled study was calculated in the G*Power 3.1 program.&#xD;
        According to this, the number of samples to be included in the study for an 80% statistical&#xD;
        power 0.05 margin of error was calculated as n=44 for the experimental group and n=44 for the&#xD;
        control group for each group. Students were assigned to the groups by adding them to the&#xD;
        first column of the Microsoft Excel program according to the sequence number in the list and&#xD;
        deriving the number in the second column. In the study, 1 represents the experimental group&#xD;
        and 0 represents the control group.&#xD;
  &#xD;
        Characteristics of Participants Data Collection: The subjects of the Midwifery Education&#xD;
        course in the spring semester of the 2022-2023 academic year were taught theoretically by the&#xD;
        responsible lecturers of the course to the 2nd grade midwifery students included in the&#xD;
        research. All the students included in the research were asked to identify any health&#xD;
        education topic, to prepare a teaching plan and original educational material for the&#xD;
        subject. The research group was asked to fill out the &quot;Question Form on the Effect of Video&#xD;
        Assisted Instruction on the Health Education Skills of Midwifery Students&quot;. The students in&#xD;
        the experimental group determined by randomization were shown the videos containing the&#xD;
        health education example prepared by the researchers. After watching each video, the right&#xD;
        and wrong aspects of health education will be critically evaluated, discussed with the group,&#xD;
        and the group's suggestions for improving education were received. The control group students&#xD;
        did not receive any training other than theoretical training. One week later, all students in&#xD;
        the research group were asked to present the health education they had prepared for the topic&#xD;
        they determined, using materials, to a peer in the classroom environment in about 10 minutes.&#xD;
        All students' health education skills were evaluated by the researchers according to the&#xD;
        &quot;Health Education Skills List for the Healthy/Sick Individual&quot;. When the research data is&#xD;
        completed, the applications will be made by the researchers to all students in the control&#xD;
        group in order to ensure equality of opportunity in education.&#xD;
  &#xD;
        Data Collection Tools&#xD;
  &#xD;
          1. &quot;The Effect of Video Assisted Instruction on Health Education Skills of Midwifery&#xD;
             Students Questionnaire&quot;&#xD;
  &#xD;
          2. &quot;Health Education Skills List for Healthy/Sick Individuals&quot;&#xD;
  &#xD;
        In the skill list, each process step was evaluated as &quot;adequate&quot;, &quot;development and&#xD;
        insufficient&quot;, &quot;adequate&quot; was scored as 2, &quot;development&quot; was scored as 1 and &quot;insufficient&quot;&#xD;
        was scored as 0.&#xD;
  &#xD;
        Analysis of Data Descriptive statistics will be calculated to give information about the&#xD;
        general characteristics of the research groups. Qualitative data will be shown as numbers and&#xD;
        percentages, Chi-Square Test or Fisher Exact Tests will be used for comparisons between&#xD;
        groups. Quantitative data will be shown with mean and standard deviation, Independent&#xD;
        Two-Sample T-Test or Mann-Whitney U-Test will be used for comparisons of quantitative data&#xD;
        between groups. When p values are calculated below 0.05, they will be considered&#xD;
        statistically significant. Calculations will be made with ready-made statistical software.&#xD;
        The research will be conducted in accordance with the principles of the Declaration of&#xD;
        Helsinki. Permission will be obtained from the institution where the research will be&#xD;
        conducted.&#xD;
  &#xD;
        Dependent Variables: Students' health education experience and &quot;Health education skill score&#xD;
        for the Healthy/Sick Individual&quot;&#xD;
  &#xD;
        Independent Variables: Students' socio-demographic characteristics&#xD;
      </textblock>
    </detailed_description>
    <overall_status>Completed</overall_status>
    <start_date type="Actual">April 1, 2023</start_date>
    <completion_date type="Actual">July 1, 2023</completion_date>
    <primary_completion_date type="Actual">July 1, 2023</primary_completion_date>
    <phase>N/A</phase>
    <study_type>Interventional</study_type>
    <has_expanded_access>No</has_expanded_access>
    <study_design_info>
      <allocation>Randomized</allocation>
      <intervention_model>Parallel Assignment</intervention_model>
      <primary_purpose>Health Services Research</primary_purpose>
      <masking>Single (Participant)</masking>
    </study_design_info>
    <primary_outcome>
      <measure>Health Education Skills List for Healthy/Sick Individuals</measure>
      <time_frame>up to 1 month</time_frame>
      <description>In the skill list, each process step was evaluated as &quot;adequate&quot; 2 points, &quot;must be improved&quot; 1 point and &quot;inadequate&quot; 0</description>
    </primary_outcome>
    <number_of_arms>2</number_of_arms>
    <enrollment type="Actual">88</enrollment>
    <condition>Educational Problems</condition>
    <arm_group>
      <arm_group_label>Experimental group</arm_group_label>
      <arm_group_type>Experimental</arm_group_type>
      <description>Experimental group students determined by randomization will be shown videos containing examples of health education prepared by the researchers. After watching each video, the right and wrong aspects of health education will be critically evaluated, discussed with the group, and the group's suggestions for improving education will be taken.</description>
    </arm_group>
    <arm_group>
      <arm_group_label>Control groups</arm_group_label>
      <arm_group_type>No Intervention</arm_group_type>
      <description>Control group students will not receive any training other than theoretical training.</description>
    </arm_group>
    <intervention>
      <intervention_type>Behavioral</intervention_type>
      <intervention_name>Video Assisted Instruction</intervention_name>
      <description>Video Assisted Instruction</description>
      <arm_group_label>Experimental group</arm_group_label>
    </intervention>
    <eligibility>
      <criteria>
        <textblock>
          Inclusion Criteria:&#xD;
  &#xD;
          All students enrolled in the Teaching in Midwifery (Compulsory) course in the 2nd year&#xD;
          curriculum of the Midwifery Department&#xD;
  &#xD;
          Exclusion Criteria:&#xD;
  &#xD;
          Students who did not volunteer to participate in the study&#xD;
        </textblock>
      </criteria>
      <gender>All</gender>
      <minimum_age>N/A</minimum_age>
      <maximum_age>N/A</maximum_age>
      <healthy_volunteers>No</healthy_volunteers>
    </eligibility>
    <overall_official>
      <last_name>Döndü BATKIN ERTÜRK, AssistProfDr</last_name>
      <role>Study Director</role>
      <affiliation>Tokat Gaziosmanpasa University</affiliation>
    </overall_official>
    <location>
      <facility>
        <name>Tokat Gaziosmanpasa University</name>
        <address>
          <city>Tokat</city>
          <zip>60250</zip>
          <country>Turkey</country>
        </address>
      </facility>
    </location>
    <location_countries>
      <country>Turkey</country>
    </location_countries>
    <reference>
      <citation>Hacıalioğlu N (2009). Sağlık Eğitimi, Erci B (Edt) Halk Sağlığı Hemşireliği, Göktuğ Yayıncılık, Amasya, Ss: 166-181</citation>
    </reference>
    <reference>
      <citation>Hacıalioğlu N (2019). Hemşirelikte Öğretim, Öğrenme ve Eğitim Sağlık Eğitimi, Nobel Tıp Kitapevleri, İstanbul, Ss: 97-108</citation>
    </reference>
    <reference>
      <citation>Babacan E, Alıcı S.U. (2008). Hemşirelerin hasta eğitimi ile ilgili düşünce ve uygulamaları. Koç Üniversitesi Hemşirelikte Eğitim ve Araştırma Dergisi (HEAD), 5(2), 29-36.</citation>
    </reference>
    <reference>
      <citation>Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55-58.</citation>
    </reference>
    <reference>
      <citation>Pueyo-Garrigues M, Pardavila-Belio MI, Canga-Armayor A, Esandi N, Alfaro-Diaz C, Canga-Armayor N. NURSES' knowledge, skills and personal attributes for providing competent health education practice, and its influencing factors: A cross-sectional study. Nurse Educ Pract. 2022 Jan;58:103277. doi: 10.1016/j.nepr.2021.103277. Epub 2021 Dec 15.</citation>
      <PMID>34929565</PMID>
    </reference>
    <reference>
      <citation>Ghorbani R, Soleimani M, Zeinali MR, Davaji M. Iranian nurses and nursing students' attitudes on barriers and facilitators to patient education: a survey study. Nurse Educ Pract. 2014 Sep;14(5):551-6. doi: 10.1016/j.nepr.2014.06.003. Epub 2014 Jun 26.</citation>
      <PMID>25023615</PMID>
    </reference>
    <reference>
      <citation>Kabasakal, E., &amp; Kublay, G. (2017). Health education and health promotion skills of health care professionals working in family health centres. International Journal of Medical Research &amp; Health Sciences, 6(3).</citation>
    </reference>
    <reference>
      <citation>Sablić, M., Mirosavljević, A. &amp; Škugor, A. Video-Based Learning (VBL)-Past, Present and Future: an Overview of the Research Published from 2008 to 2019. Tech Know Learn 26, 1061-1077 (2021). https://doi.org/10.1007/s10758-020-09455-5 Accessed 23 Feb 2023.</citation>
    </reference>
    <reference>
      <citation>Korhan, E. A., Tokem, Y., Yılmaz, D. U., Dilemek, H. (2016). Hemşirelikte psikomotor beceri eğitiminde video destekli öğretim ve OSCE uygulaması: bir deneyim paylaşımı. İzmir Kâtip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 1(1), 35-37.</citation>
    </reference>
    <reference>
      <citation>Seferoğlu SS(2013). Öğretim Teknolojileri ve Materyal Tasarımı. 7. Baskı. Pegem Akademi, Ankara, ss:98-102</citation>
    </reference>
    <reference>
      <citation>Clerkin R, Patton D, Moore Z, Nugent L, Avsar P, O'Connor T. What is the impact of video as a teaching method on achieving psychomotor skills in nursing? A systematic review and meta-analysis. Nurse Educ Today. 2022 Apr;111:105280. doi: 10.1016/j.nedt.2022.105280. Epub 2022 Jan 24.</citation>
      <PMID>35139443</PMID>
    </reference>
    <reference>
      <citation>Coyne E, Rands H, Frommolt V, Kain V, Plugge M, Mitchell M. Investigation of blended learning video resources to teach health students clinical skills: An integrative review. Nurse Educ Today. 2018 Apr;63:101-107. doi: 10.1016/j.nedt.2018.01.021. Epub 2018 Jan 31.</citation>
      <PMID>29425738</PMID>
    </reference>
    <verification_date>September 2023</verification_date>
    <study_first_submitted>July 22, 2023</study_first_submitted>
    <study_first_submitted_qc>August 2, 2023</study_first_submitted_qc>
    <study_first_posted type="Actual">August 9, 2023</study_first_posted>
    <last_update_submitted>September 12, 2023</last_update_submitted>
    <last_update_submitted_qc>September 12, 2023</last_update_submitted_qc>
    <last_update_posted type="Actual">September 14, 2023</last_update_posted>
    <responsible_party>
      <responsible_party_type>Principal Investigator</responsible_party_type>
      <investigator_affiliation>Tokat Gaziosmanpasa University</investigator_affiliation>
      <investigator_full_name>Döndü BATKIN ERTÜRK</investigator_full_name>
      <investigator_title>Assist. Prof. Dr</investigator_title>
    </responsible_party>
    <keyword>Video-Assisted Instruction</keyword>
    <keyword>Health Education</keyword>
    <keyword>Skill</keyword>
    <keyword>Midwifery student</keyword>
    <patient_data>
      <sharing_ipd>No</sharing_ipd>
    </patient_data>
    <!-- Results have not yet been posted for this study                                          -->
  </clinical_study>
  
  
text: download date: ClinicalTrials.gov processed this data on September 20, 2023
  link text: Link to the current ClinicalTrials.gov record.
  url: https://clinicaltrials.gov/ct2/show/NCT05984693
  org study id: TOKAT03
  nct id: NCT05984693
  lead sponsor: 
  is fda regulated drug: No
  is fda regulated device: No
  This research was conducted to examine the effect of video-assisted teaching on the health
        education skill of midwifery students.
  Despite emphasizing the importance of the role of health professionals as health educators,
        it is observed that health professionals assigned with health education mostly behave in line
        with their personal abilities and experiences while training on health-related issues.
        However, in order for health education to reach its goals, what health education is, its role
        in health promotion should be understood correctly, the principles of health education, the
        planning and implementation steps of health education should be well known. The effectiveness
        of the nurse as an educator depends on her feeling herself equipped in the role of educator
        and having gained knowledge, skills, attitudes and behaviors related to education. A nurse's
        ability to teach effectively can optimize patients' knowledge, skills, self-care abilities,
        and ability to make informed choices. In a study, it was reported that the knowledge, skills
        and attitudes of nurses regarding health education competence were low, and the main factors
        affecting the health education practice were lack of education and training, lack of time and
        workload. In another study, from the point of view of nursing students, lack of knowledge,
        lack of communication skills and heavy workload were reported as the main obstacles to
        patient education. Similarly, another study found that health education and health promotion
        skills of health professionals are generally not at an acceptable level.Teaching patients
        effectively requires knowledge and skill. Nurses can develop their teaching/teaching skills
        through practice, training and mentoring. Therefore, the development of health education
        skills of midwives, who have important roles and responsibilities in the protection and
        development of maternal and newborn, women's and community health, is important for them to
        fully fulfill these roles and responsibilities.
  
        Today, technology has become an indispensable part of the teaching process and has always
        played an important role in skills training. Video-based learning refers to knowledge or
        skills acquired through video-based instruction. Video is a tool that appeals to more sense
        organs because it provides the opportunity to use image and sound together and is used for
        modeling. The use of videos in educational environments has effects such as cognitive benefit
        (learning a lot and well, keeping in memory, remembering), psychological benefits
        (motivation, learning pleasure) and ease of visualizing information. The use of video in the
        learning process helps students to create meaningful mental activities and to develop
        cognitive abilities such as interpretation, critical thinking, and problem-solving skills.
        The literature supports the use of video as a teaching method in gaining psychomotor skills
        to midwifery and nursing students. According to our current knowledge, no study has been
        found in the national and international literature on the ability of midwives to provide
        health education. In this study, the effect of video-assisted instruction on midwifery
        students' ability to give health education was examined. It is thought that the data obtained
        from this study will contribute to the literature on this subject and will be a source of
        inspiration for new studies.
  
        Place and Time: The research was conducted in Tokat Gaziosmanpaşa University, Faculty of
        Health Sciences, Midwifery Department, between 01/04/2023-01/07/2024.
  
        Population and Sample of the Research: The population of the research consisted of
        second-year students (n=88) who took the "Teaching in Midwifery" course in the 2022-2023
        academic year, spring semester at Tokat Gaziosmanpaşa University, Faculty of Health Sciences,
        Department of Midwifery.
  
        The sample of the randomized controlled study was calculated in the G*Power 3.1 program.
        According to this, the number of samples to be included in the study for an 80% statistical
        power 0.05 margin of error was calculated as n=44 for the experimental group and n=44 for the
        control group for each group. Students were assigned to the groups by adding them to the
        first column of the Microsoft Excel program according to the sequence number in the list and
        deriving the number in the second column. In the study, 1 represents the experimental group
        and 0 represents the control group.
  
        Characteristics of Participants Data Collection: The subjects of the Midwifery Education
        course in the spring semester of the 2022-2023 academic year were taught theoretically by the
        responsible lecturers of the course to the 2nd grade midwifery students included in the
        research. All the students included in the research were asked to identify any health
        education topic, to prepare a teaching plan and original educational material for the
        subject. The research group was asked to fill out the "Question Form on the Effect of Video
        Assisted Instruction on the Health Education Skills of Midwifery Students". The students in
        the experimental group determined by randomization were shown the videos containing the
        health education example prepared by the researchers. After watching each video, the right
        and wrong aspects of health education will be critically evaluated, discussed with the group,
        and the group's suggestions for improving education were received. The control group students
        did not receive any training other than theoretical training. One week later, all students in
        the research group were asked to present the health education they had prepared for the topic
        they determined, using materials, to a peer in the classroom environment in about 10 minutes.
        All students' health education skills were evaluated by the researchers according to the
        "Health Education Skills List for the Healthy/Sick Individual". When the research data is
        completed, the applications will be made by the researchers to all students in the control
        group in order to ensure equality of opportunity in education.
  
        Data Collection Tools
  
          1. "The Effect of Video Assisted Instruction on Health Education Skills of Midwifery
             Students Questionnaire"
  
          2. "Health Education Skills List for Healthy/Sick Individuals"
  
        In the skill list, each process step was evaluated as "adequate", "development and
        insufficient", "adequate" was scored as 2, "development" was scored as 1 and "insufficient"
        was scored as 0.
  
        Analysis of Data Descriptive statistics will be calculated to give information about the
        general characteristics of the research groups. Qualitative data will be shown as numbers and
        percentages, Chi-Square Test or Fisher Exact Tests will be used for comparisons between
        groups. Quantitative data will be shown with mean and standard deviation, Independent
        Two-Sample T-Test or Mann-Whitney U-Test will be used for comparisons of quantitative data
        between groups. When p values are calculated below 0.05, they will be considered
        statistically significant. Calculations will be made with ready-made statistical software.
        The research will be conducted in accordance with the principles of the Declaration of
        Helsinki. Permission will be obtained from the institution where the research will be
        conducted.
  
        Dependent Variables: Students' health education experience and "Health education skill score
        for the Healthy/Sick Individual"
  
        Independent Variables: Students' socio-demographic characteristics
  allocation: Randomized
  intervention model: Parallel Assignment
  primary purpose: Health Services Research
  masking: Single (Participant)
  measure: Health Education Skills List for Healthy/Sick Individuals
  time frame: up to 1 month
  description: In the skill list, each process step was evaluated as "adequate" 2 points, "must be improved" 1 point and "inadequate" 0
  arm group label: Experimental group
  arm group type: Experimental
  description: Experimental group students determined by randomization will be shown videos containing examples of health education prepared by the researchers. After watching each video, the right and wrong aspects of health education will be critically evaluated, discussed with the group, and the group's suggestions for improving education will be taken.
  arm group label: Control groups
  arm group type: No Intervention
  description: Control group students will not receive any training other than theoretical training.
  intervention type: Behavioral
  intervention name: Video Assisted Instruction
  description: Video Assisted Instruction
  arm group label: Experimental group
  criteria: 
  gender: All
  minimum age: N/A
  maximum age: N/A
  healthy volunteers: No
  last name: Döndü BATKIN ERTÜRK, AssistProfDr
  role: Study Director
  affiliation: Tokat Gaziosmanpasa University
  facility: 
  country: Turkey
  citation: Hacıalioğlu N (2009). Sağlık Eğitimi, Erci B (Edt) Halk Sağlığı Hemşireliği, Göktuğ Yayıncılık, Amasya, Ss: 166-181
  citation: Hacıalioğlu N (2019). Hemşirelikte Öğretim, Öğrenme ve Eğitim Sağlık Eğitimi, Nobel Tıp Kitapevleri, İstanbul, Ss: 97-108
  citation: Babacan E, Alıcı S.U. (2008). Hemşirelerin hasta eğitimi ile ilgili düşünce ve uygulamaları. Koç Üniversitesi Hemşirelikte Eğitim ve Araştırma Dergisi (HEAD), 5(2), 29-36.
  citation: Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55-58.
  citation: Pueyo-Garrigues M, Pardavila-Belio MI, Canga-Armayor A, Esandi N, Alfaro-Diaz C, Canga-Armayor N. NURSES' knowledge, skills and personal attributes for providing competent health education practice, and its influencing factors: A cross-sectional study. Nurse Educ Pract. 2022 Jan;58:103277. doi: 10.1016/j.nepr.2021.103277. Epub 2021 Dec 15.
  PMID: 34929565
  citation: Ghorbani R, Soleimani M, Zeinali MR, Davaji M. Iranian nurses and nursing students' attitudes on barriers and facilitators to patient education: a survey study. Nurse Educ Pract. 2014 Sep;14(5):551-6. doi: 10.1016/j.nepr.2014.06.003. Epub 2014 Jun 26.
  PMID: 25023615
  citation: Kabasakal, E., & Kublay, G. (2017). Health education and health promotion skills of health care professionals working in family health centres. International Journal of Medical Research & Health Sciences, 6(3).
  citation: Sablić, M., Mirosavljević, A. & Škugor, A. Video-Based Learning (VBL)-Past, Present and Future: an Overview of the Research Published from 2008 to 2019. Tech Know Learn 26, 1061-1077 (2021). https://doi.org/10.1007/s10758-020-09455-5 Accessed 23 Feb 2023.
  citation: Korhan, E. A., Tokem, Y., Yılmaz, D. U., Dilemek, H. (2016). Hemşirelikte psikomotor beceri eğitiminde video destekli öğretim ve OSCE uygulaması: bir deneyim paylaşımı. İzmir Kâtip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 1(1), 35-37.
  citation: Seferoğlu SS(2013). Öğretim Teknolojileri ve Materyal Tasarımı. 7. Baskı. Pegem Akademi, Ankara, ss:98-102
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  PMID: 29425738
  responsible party type: Principal Investigator
  investigator affiliation: Tokat Gaziosmanpasa University
  investigator full name: Döndü BATKIN ERTÜRK
  investigator title: Assist. Prof. Dr
  sharing ipd: No