BACKGROUND:
Midwifery education must equip students with essential clinical skills, yet teaching these competencies effectively remains a challenge. Recently, technology-based strategies such as the "nursing skills video-selfie" have emerged, supporting self-directed learning and psychomotor skill development through self-recorded practice.

OBJECTIVES:
This study aimed to compare the effectiveness of the video-selfie (intervention group) and demonstration methods (control group) in teaching peripheral intravenous catheterization (PIC) skills.

METHODS:
This randomized controlled, single-blind study was conducted with first-year students (n=83) in the 2023–2024. Data were collected using a PIC skills checklist, knowledge evaluation form, satisfaction and self-confidence scale. Both groups received identical training and practiced catheterization under supervision. Only the intervention group recorded their application using the video-selfie method. Skill acquisition was assessed twice—at the end of spring and the beginning of fall—by blinded evaluators.

RESULTS:
When evaluating the students' learning styles, the most frequent response was "I learn by doing (role-playing, participating in activities, experimenting, etc.)" (44.6%). Statistical analysis of the students' PIC Evaluation scores revealed a significant difference between the two groups before the second evaluation (p=0.000). The average scores of the "Student Satisfaction and Self-Confidence in Learning Scale" and its subdimensions were compared between the groups using an independent t-test. Significant differences were found between the groups in both the first (p=0.000) and second evaluations (p=0.000). The control group’s average scores were lower compared to the video-selfie group.

CONCLUSIONS:
The video-selfie method was more effective than demonstration in improving PIC skills, knowledge, and self-confidence. It promoted active participation and supported both cognitive and psychomotor learning. It is recommended for integration into skills training, with feedback mechanisms and further evaluation in diverse contexts.

KEY MESSAGE:
Video-selfie enhances clinical skill acquisition, self-confidence, and student engagement more effectively than demonstration methods. Education - clinical skills (+Three-minute presentation competition)