An interventional study of Researcher-Developed Educational Video and Developed Educational Card Game in Peripheral Venous Catheterization, sponsored by Selcuk University. Completed at 1 site in Turkey (Türkiye). Open to participants aged 5 Years to 10 Years. Per ClinicalTrials.gov, last updated 2026-11-03.
Sponsored by Selcuk University · Not applicable, Interventional, and Other
The aim of this randomized controlled trial was to evaluate the effects of video- and card game-based interventions administered to children during peripheral venous catheter placement on their physiological parameters, pain, anxiety, and fear of materials used in hospitals. The study was conducted between February 2026 and May 2026 in the Pediatric Emergency Department of Selçuk University. A total of 120 children aged 5-10 years were included. We divided the children into three groups: video, card game, and control. Children in the video group received a video-based intervention before the procedure, while those in the card game group received a card game-based intervention. The control group received routine care. Data were collected using the Information Form, Physiological Parameters Assessment Form, Wong-Baker Faces Rating Scale, State-Trait Anxiety Inventory, and the scale measuring children's fear of nursing interventions and instruments used in hospitals.
Peripheral venous catheter placement is an invasive nursing procedure that may cause adverse responses in children, including pain, fear, and anxiety. Providing children with information before the procedure and supporting them with developmentally appropriate methods may help reduce these responses. Video- and game-based interventions are non-pharmacological approaches that can distract children during the procedure and support their cooperation. The aim of this study was to evaluate the effects of video- and card game-based interventions administered to children during peripheral venous catheter placement on their physiological parameters, pain, anxiety, and fear of materials used in hospitals. The study was designed as a randomized controlled trial with three parallel groups and was conducted between February 2026 and May 2026 in the Pediatric Emergency Department of Selçuk University. A total of 120 children aged 5-10 years were included. The children were assigned to a video group, a card game group, or a control group. Children in the video group received a video-based intervention before peripheral venous catheter placement, while children in the card game group received a card game-based intervention. The control group received routine care without any additional intervention. Physiological parameters were assessed in terms of pulse rate, oxygen saturation, and respiratory rate. The data collection instruments included the Information Form, Physiological Parameters Assessment Form, Wong-Baker Faces Rating Scale, State-Trait Anxiety Inventory, and the scale measuring children's fear of nursing interventions and instruments used in hospitals. Data were analyzed using measurements obtained before and after the procedure. Statistical significance was set at p\<0.05.
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This study's enrollment of 120 is above the median of 66 across 8,493 interventional studies indexed under Pain.
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Exclusion Criteria:
Children who exhibit reactions to the images or sounds used in the interventions that prevent participation.
Underlined terms in the criteria open these too. Explained by clinicaltrials.gg, not part of the registry record. The study team decides who can take part.
Before you join, the study team explains what taking part involves — its purpose, what happens, the risks and possible benefits — and answers your questions, so you can decide freely. Consent is usually recorded on a form (the informed consent form, ICF) signed by you or, where the law allows, by someone legally authorised to decide for you.
You can keep asking questions during the study, you are told of new information that matters, and you can choose to leave at any time.
Informed consent
Before you join, the study team explains what taking part involves — its purpose, what happens, the risks and possible benefits — and answers your questions, so you can decide freely. Consent is usually recorded on a form (the informed consent form, ICF) signed by you or, where the law allows, by someone legally authorised to decide for you.
You can keep asking questions during the study, you are told of new information that matters, and you can choose to leave at any time.
Explained by clinicaltrials.gg, not part of the registry record. The study team decides who can take part.
The researcher developed an educational video using Canva that lasted approximately 3.5 minutes. It consisted of four sections: an introduction to the nurse, the emergency department, medical materials, and the peripheral venous catheterization procedure. Three academic experts in pediatric nursing reviewed the video, and the final version was revised based on their feedback. The video was administered to children before peripheral venous catheter placement
Other: Researcher-Developed Educational Video
The researcher-developed educational card game consisted of cards with laminated outer surfaces, stored in a cardboard box. The game included four sections: introduction of the nurse, the emergency department, medical materials, and the peripheral venous catheterization procedure. In each section, the researcher first introduced the cards, then asked the child questions about the person or material shown. For the medical materials, the researcher asked the child about their purpose. In the final section, the researcher used cards illustrating peripheral venous catheterization to explain the procedure and materials in age-appropriate language. The child was then asked questions about the procedural steps and materials used. Three academic experts in pediatric nursing reviewed the game, and the final version was revised based on their feedback. The intervention was administered before peripheral venous catheter placement.
Other: Developed Educational Card Game
Children in the control group received routine care during peripheral venous catheter placement without the additional educational video or card game intervention.
The researcher-developed educational video was created using Canva and lasted approximately 3.5 minutes. It consisted of four sections introducing the nurse, the emergency department, medical materials, and the peripheral venous catheterization procedure. The video was reviewed by three academic experts in pediatric nursing, and the final version was prepared based on their feedback. The video was administered to children before peripheral venous catheter placement.
The researcher-developed educational card game consisted of cards with laminated outer surfaces, stored in a cardboard box. The game included four sections: introduction of the nurse, the emergency department, medical materials, and the peripheral venous catheterization procedure. During each section, the researcher first introduced the cards and then asked the child questions about the person or material shown. For the medical materials, the child was asked about their purpose. In the final section, cards illustrating peripheral venous catheterization were used to explain the procedure and the materials involved in age-appropriate language. The child was then asked questions about the procedural steps and materials used. The game was reviewed by three academic experts in pediatric nursing, and the final version was prepared based on their feedback. The intervention was administered before peripheral venous catheter placement.
Physiological Parameters During Peripheral Venous Catheter Placement: Heart Rate
Children's heart rates were assessed using the Physiological Parameters Assessment Form. Measurements were compared among the video group, card game group, and control group to evaluate the effects of the interventions on physiological parameters during peripheral venous catheter placement.
Time frame: Before the randomized allocation of groups and three minutes after peripheral venous catheter placement
Physiological Parameters During Peripheral Venous Catheter Placement: Respiratory rate
Children's respiratory rate was assessed using the Physiological Parameters Assessment Form. Measurements were compared among the video group, card game group, and control group to evaluate the effects of the interventions on physiological parameters during peripheral venous catheter placement.
Time frame: Before the randomized allocation of groups and three minutes after peripheral venous catheter placement
Physiological Parameters During Peripheral Venous Catheter Placement: Oxygen saturation
Children's oxygen saturation was assessed using the Physiological Parameters Assessment Form. Measurements were compared among the video group, card game group, and control group to evaluate the effects of the interventions on physiological parameters during peripheral venous catheter placement.
Time frame: Before the randomized allocation of groups and three minutes after peripheral venous catheter placement
Procedural Pain During Peripheral Venous Catheter Placement
Children's procedural pain was assessed using the Wong-Baker Faces Rating Scale. The scale is completed by the child and includes five different facial expressions, each with a score between 0 and 10. An increase in the score indicates an increase in the child's pain level. Pain scores were compared among the video group, card game group, and control group to evaluate the effects of video- and card game-based interventions on pain during peripheral venous catheter placement.
Time frame: Before the randomized allocation of groups and three minutes after peripheral venous catheter placement
Anxiety During Peripheral Venous Catheter Placement
Children's anxiety levels were assessed using the anxiety assessment instrument specified in the study protocol. The scale uses phrases like, "Imagine all your anxious or nervous feelings are at the bottom of the thermometer," "If you're a little anxious or tense, the feelings might go a little higher on the thermometer," and "If you're very, very anxious or tense, the feelings might go all the way to the top." The child is asked to draw a line on the thermometer to indicate how anxious they are "right now." The scale is scored on a scale of 0-10, with an increasing score indicating increased anxiety. Anxiety scores were compared among the video group, card game group, and control group to evaluate the effects of the interventions on children's anxiety levels.
Time frame: Before the randomized allocation of groups and three minutes after peripheral venous catheter placement
Fear of Nursing Interventions and Materials Used in Hospitals
Children's fear of nursing interventions and materials used in hospitals was assessed using the scale for measuring children's fear of nursing interventions and instruments used in hospitals. The scale consists of 18 items, a five-point Likert scale, and two sub-dimensions; the items include images of the materials used. The sub-dimension of fear towards frequently encountered materials includes items 3, 4, 5, 7, 8, 12, 13, 14, 15, and 16, while the sub-dimension of fear towards infrequently encountered materials includes items 1, 2, 6, 9, 10, 11, 17, and 18. In scoring the scale, the child is expected to respond to the image in the relevant item with one of the following options: "(1) I am not afraid, (2) I am slightly afraid, (3) I am afraid, (4) I am very afraid, (5) I am extremely afraid." The scale has no cutoff point, and as tFear scores were compared among the video group, card game group, and control group to evaluate the effects of the interventions on children's fear levels.
Time frame: Before the randomized allocation of groups and three minutes after peripheral venous catheter placement
Plan to share: No
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