Abstract
AIM: This study aimed to evaluate the effectiveness of video-assisted instruction as an educational intervention for improving first-year nursing students' competence in administering intramuscular injections at the ventrogluteal site. METHODS: A quasi-experimental pretest-posttest design was conducted with 106 first-year nursing students from two universities in Istanbul. A video-based training module was developed and validated by experts using the Content Validity Index, the DISCERN Inquiry Form, and the Global Quality Score. Students' performance was evaluated before and after the intervention using a 23-item Ventrogluteal Site Intramuscular Injection Administration Checklist. Data were analyzed with descriptive statistics, McNemar's test, and inter-rater reliability analyses. RESULTS: Following the video-assisted training, students demonstrated a significant improvement in their procedural performance scores. Fourteen of the 23 skill items showed statistically significant gains, particularly in essential steps such as ensuring privacy, using aseptic technique, and accurate site identification. Inter-rater reliability among observers indicated good agreement, confirming the consistency of skill evaluation. These findings support the pedagogical value of standardized, multimedia-based training for novice learners. CONCLUSION: Video-assisted education proved to be an effective and accessible strategy for developing fundamental psychomotor skills in nursing education. Beyond enhancing specific procedural competence, this approach fosters self-efficacy, supports independent learning, and can be integrated into blended or flipped-classroom models within nursing curricula. Future studies should examine long-term skill retention and the transfer of learning to real clinical settings.