Author(s):
Sushma Oommen, Jeena Vijayan PV, Pranita Banbakode
Email(s):
sushma.oommen@aiimsnagpur.edu.in , jeena307@gmail.com , pranitadbanbakode@gmail.com
DOI:
10.52711/2349-2996.2026.00023 
Address:
Sushma Oommen1, Jeena Vijayan PV2, Pranita Banbakode3
1Associate Professor, College of Nursing, All India Institute of Medical Sciences, Nagpur, Maharashtra, India.
2Tutor, College of Nursing, All India Institute of Medical Sciences, Nagpur, Maharashtra, India.
3Tutor, College of Nursing, All India Institute of Medical Sciences, Nagpur, Maharashtra, India.
*Corresponding Author
Published In:
Volume - 16,
Issue - 2,
Year - 2026
ABSTRACT:
Background - Effective teaching strategies should be adopted to teach nursing procedures especially for novice nursing students. Thus, this study aimed to compare the effectiveness of video assisted teaching (VAT) vs simulation integrated structured teaching (SIT) on knowledge, procedural skills and perception of patient care by novice nursing students. Design- Two group post-tests only research design Methods –First year BSc (Hons) nursing students were randomly allocated into VAT and SIT groups. Post teaching knowledge, attitude and procedural skills was evaluated and compared Results- After the intervention the mean knowledge of SIT group was bit and procedure skill score were significantly higher in SIT group (t=2.648, p=0.012). There was better perception regarding patient care in the SIT group. Conclusions. The findings highlight the effectiveness of simulation integrated demonstration in improving learning, procedural skill development and perception. Videos can be the source of review or preparation for the class.
Cite this article:
Sushma Oommen, Jeena Vijayan PV, Pranita Banbakode. Simulation Integrated Structured Teaching vs Video Learning: Impact on Nursing Students’ Procedural Competency. Asian Journal of Nursing Education and Research. 2026;16(2):113-8. doi: 10.52711/2349-2996.2026.00023
Cite(Electronic):
Sushma Oommen, Jeena Vijayan PV, Pranita Banbakode. Simulation Integrated Structured Teaching vs Video Learning: Impact on Nursing Students’ Procedural Competency. Asian Journal of Nursing Education and Research. 2026;16(2):113-8. doi: 10.52711/2349-2996.2026.00023 Available on: https://ajner.com/AbstractView.aspx?PID=2026-16-2-8
REFERENCES:
1. National Academies of Sciences, Engineering, and Medicine; National Academy of Medicine; Committee on the Future of Nursing 2020–2030; Flaubert JL, Le Menestrel S, Williams DR, editors. The Future of Nursing 2020–2030: Charting a Path to Achieve Health Equity. Washington (DC): National Academies Press (US); 2021 May 11. Chapter 7, Educating Nurses for the Future. Available from: https://www.ncbi.nlm.nih.gov/books/NBK573912/
2. McMahon E. Essential skills every nurse should have [Internet]. ANA Illinois; 2024 May 31 [cited 2025 May 2]. Available from: https://www.ana-illinois.org/news/essential-skills-every-nurse-should-have/
3. Challa KT, Sayed A, Acharya Y. Modern techniques of teaching and learning in medical education: a descriptive literature review. Med Ed Publish. 2021; 10(1). https://doi.org/10.15694/mep.2021.000018.1
4. Msosa A, Bruce J, Crouch R. Qualitative perspectives of teaching and learning in clinical skills laboratories in a developing country. Int J Africa Nurs Sci. 2022; 16: 100410. https://doi.org/10.1016/j.ijans.2022.100410
5. Lateef F. Simulation-based learning: just like the real thing. J Emerg Trauma Shock. 2019;3(4):348–52. https://doi.org/10.4103/0974-2700.70743
6. Sablić M, Mirosavljević A, Škugor A. Video-based learning (VBL)—past, present and future: an overview of the research published from 2008 to 2019. Technol Knowl Learn. 2020; 26. https://doi.org/10.1007/s10758-020-09455-5
7. Devi B, Khandelwal B, Das M. Comparison of the effectiveness of video-assisted teaching program and traditional demonstration on nursing students learning skills of performing obstetrical palpation. Iran J Nurs Midwifery Res. 2019; 24(2): 118. https://doi.org/10.4103/ijnmr.ijnmr_35_18
8. Nishi D, Ma A. Effectiveness of video-assisted teaching program and traditional demonstration of mechanism of labor on undergraduate medical students [Internet]. [cited 2025 May 2]. Available from: https://www.ijmse.com/uploads/1/4/0/3/14032141/ijmse2019_6_4__72-76.pdf
9. Koukourikos K, Tsaloglidou A, Kourkouta L, Papathanasiou I, Iliadis C, Fratzana A, et al. Simulation in clinical nursing education. Acta Inform Med. 2021; 29(1): 15–20. https://doi.org/10.5455/aim.2021.29.15-20
10. Gutiérrez-Puertas L, Márquez-Hernández VV, Gutiérrez-Puertas V, Granados-Gámez G, Aguilera-Manrique G. Educational interventions for nursing students to develop communication skills with patients: a systematic review. Int J Environ Res Public Health. 2020; 17(7): 2241. https://doi.org/10.3390/ijerph17072241
11. Zhang Q, Sun Z, Yue J. Massage therapy for preventing pressure ulcers. Cochrane Database Syst Rev. 2013. https://doi.org/10.1002/14651858.cd010518
12. Chakraborty B. Nursing procedure: back care. Int J Sci Res. [Internet]. [cited 2025 May 2]. https://doi.org/10.21275/SR21413104524
13. Chernikova O, Heitzmann N, Stadler M, Holzberger D, Seidel T, Fischer F. Simulation-based learning in higher education: a meta-analysis. Rev Educ Res. 2020; 90(4): 499–541. https://doi.org/10.3102/0034654320933544
14. Alshaalan ZM. The effect of using video simulation and hands-on simulation training on preclinical medical students’ confidence in dermatological suturing skills. Clin Cosmet Investig Dermatol. 2022; 15: 2045–50. https://doi.org/10.2147/ccid.s369359
15. Chucherd O, Vallibhakara SAO, Paiwattananupant K, Puranitee P, Wattanayingcharoenchai R, Vallibhakara O. The effect of online video-assisted teaching program on medical students learning procedure of fractional curettage. BMC Med Educ. 2023; 23(1). https://doi.org/10.1186/s12909-023-04052-3
16. Nimila GM, Jansan PM, Jiss G, Ancy PA. Effectiveness of video-assisted teaching programme on knowledge regarding assisted reproductive technology among infertile women. Int J Adv Res Community Health Nurs. 2024; 6(1): 10–16. https://doi.org/10.21275/sr21221113526
17. Nirmala V., Athahari Begu, Anuradha. Effectiveness of Video Assisted Teaching Programme on Prevention of Oral Cancer among Tobacco Chewers. Asian J. Nur. Edu. and Research. 2012; 2(2): 83-86.
18. Midhula Austin, N. Balasubramanian. A study to evaluate the Video Assisted Teaching Module (VATM) on care of dementia patients developed for B.Sc Nursing Students in a selected college of nursing, Mangalore. Asian J. Nur. Edu. and Research. 2012; 2(3): 113-117.
19. Anto Suji, Reeta Jeba Kumari, Nalini Jeyavanth Santha. A Quasi Experimental study to assess the Effectiveness of the Video assisted Teaching Programme on Knowledge and Self Reported Practices Related to concepts of Polycystic Ovary Syndrome among Adolescent girls in Selected Schools, Madurai, Tamil Nadu. Asian J. Nur. Edu. and Research. 2016; 6(1): 48-52.
20. M. Jasline. A study to evaluate the Effectiveness of Video Assisted Teaching on Knowledge regarding Breast Self Examination among School students at selected school in Madurai District. Asian J. Nur. Edu. and Research. 2016; 6(1): 5-6.
21. Rubi Pradhan, Geeta Rani Nayak. Effectiveness of video assisted teaching module on knowledge regarding Neonatal Resuscitation protocol as per NSSK guidelines of staff nurses in IMS and SUM Hospital, Bhubaneswar, Odisha. Asian J. Nur. Edu. and Research 2016; 6(1): 101-104.
22. N. Balasubramanian, Asha P Shetty, T. S. Sathyanaraya Rao. An Evaluative Study of Video Assisted Teaching Module (VATM) on Homecare of Schizophrenic Patients developed for Primary Caregivers at Mangaluru. Asian J. Nur. Edu. and Research. 2017; 7(1): 53-60.
23. Glydin George, Senthil Kavitha. R, Sherin. K Varghese. A Study to evaluate the effectiveness of Video Assisted Teaching on new Horizons of Ozone Therapy on Knowledge Level among Staff Nurses at Selected Hospitals in Bangalore. Asian J. Nursing Education and Research. 2018; 8(3): 395-398
24. Dharmendra Rawal, Jeenath Justin Doss. K. A Study to Evaluate the Effectiveness of Video Assisted Teaching on Alcohol Abuse among College Students in a Selected College at Rajkot, Gujarat. Asian J. Nursing Education and Research. 2019; 9(3): 399-400.
25. Kapucu S, Kapucu A. The effects of using simulation in nursing education: a thorax trauma case scenario. Int J Caring Sci. 2017; 10. Available from: https://internationaljournalofcaringsciences.org/docs/47_kapucu_original_10_2.pdf
26. Crowe S, Ewart L, Derman S. The impact of simulation-based education on nursing confidence, knowledge and patient outcomes on general medicine units. Nurse Educ Pract. 2018; 29: 70–5. https://doi.org/10.1016/j.nepr.2017.11.017
27. Bowling AM, Underwood PW. Effect of simulation on knowledge, self-confidence, and skill performance in the USA: a quasi-experimental study. Nurs Health Sci. 2016; 18(3): 292–8. https://doi.org/10.1111/nhs.12267
28. Subramaniam T, Azizan ABB, Yan LS, Sivanendran D, Wen TU, Kirihettige DRG. Simulation vs video-assisted learning on retentivity of clinical competency and knowledge of basic airway devices in medical students: a preliminary study. South East Asian J Med Educ. 2024; 18(1): 78–81. https://doi.org/10.4038/seajme.v18i1.593
29. Tawfik MMR, Fayed AA, Dawood AF, Al Mussaed E, Ibrahim GH. Simulation-based learning versus didactic lecture in teaching bronchial asthma for undergraduate medical students: a step toward improvement of clinical competencies. Med Sci Educ. 2020; 30(3): 1061–8. https://doi.org/10.1007/s40670-020-01014-y
30. K. Tamizharasi, Effectiveness of Video assisted teaching programme (VATP) on Neonatal resuscitation for the Nurses working in rural Salem. Tamil Nadu. Asian J. Nur. Edu. & Research. 2012; 2(1): 1-5.