Video-Supported Collaborative Learning: Effects on Nursing Students' OSCE Performance and Self-Efficacy Beliefs

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.