Background Accurate citations are vital for academic integrity and evidence-based nursing scholarship. However, citation errors and low confidence in using reference management software are common among nursing students. Aim To evaluate the effect of a video-based educational intervention on nursing students’ practical skills and self-confidence in citation writing using EndNote. Methods A one-group pretest–posttest research design was conducted among 250 nursing students in the West Bank, Palestine. Participants completed a structured EndNote practical skills checklist and a visual analog scale assessing confidence before and after viewing a 25-minute instructional video. Data were analyzed using the paired t-tests, independent t-tests, and one-way analysis of variance. Results Practical skills scores improved significantly from 2.1 ± 1.8 to 8.3 ± 2.1 ( p < .001 , Cohen’s dz = 4.27 ), and self-confidence increased from 1.6 ± 2.9 to 9.1 ± 2.3 ( p < .001, Cohen’s dz = 2.68 ). Students with higher cumulative academic averages, greater computer literacy, and stronger research interest achieved significantly higher posttest scores ( p < .001 ), indicating that academic performance and digital competence influenced the extent of improvement. Conclusion Video-based education produced large and meaningful gains in both citation proficiency and self-confidence, thereby confirming its pedagogical value in nursing education. Integrating structured multimedia training into curricula can enhance future nurses’ research competence, digital fluency, and equitable learning outcomes.
Amro et al. (Sun,) studied this question.