Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Blood Studies I: ABG and VBG01:26

Blood Studies I: ABG and VBG

Blood studies are critical in the medical field, enabling healthcare professionals to assess a patient's health status accurately. This page will focus on two significant blood studies: Arterial Blood Gas (ABG) and Venous Blood Gas (VBG).
Arterial Blood Gas (ABG)
Arterial Blood Gas (ABG) studies are crucial for assessing the lungs' ability to supply oxygen and remove carbon dioxide, reflecting the patient's ventilation status. They also help understand the kidneys' capacity to reabsorb or...
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
The Scientific Method in Nursing Process01:18

The Scientific Method in Nursing Process

The scientific method provides the foundation for any research. It is the most reliable and objective of all forms of gaining knowledge and guides in applying research-based evidence in practice and conducting future research.
When using research findings to change practice, one must understand the process used to guide a study. The scientific method is a systematic, step-by-step process that supports the data's validity, reliability, and generalizability. As a result, findings can be safely...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Tiny messengers, big impact: unlocking the power of extracellular vesicles in neonatal health and disease. a systematic review.

Frontiers in immunology·2026
Same author

The Silent Spillover Threat: Nipah Virus Epidemiology, Pathogenesis, Clinical Manifestations, and Advances in Therapeutics and Vaccine Development.

Microorganisms·2026
Same author

Nutritional intervention with a partially hydrolyzed formula during the first 6 months of life may reduce the risk of food allergy and atopic dermatitis up to the age of 5 years.

Pediatric allergy and immunology : official publication of the European Society of Pediatric Allergy and Immunology·2026
Same author

Microparticles in Pregnancy Complicated by Intrauterine Growth Restriction: A Systematic Review of Literature.

Medicina (Kaunas, Lithuania)·2026
Same author

Neonatal Sepsis-Induced Coagulopathy in the Light of Developmental Hemostasis: Friend or Foe?

Medicina (Kaunas, Lithuania)·2026
Same author

Influence of Age in End-of-Life Practices in Worldwide ICUs (ETHICUS-2): A Prospective Observational Study.

Critical care medicine·2026

Related Experiment Video

Updated: May 11, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound
05:04

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Comparative analysis of two venipuncture learning methods on nursing students.

Eleni Bitsika1, George Karlis, Nicoletta Iacovidou

  • 1Department of Surgery, General Hospital of Sparti, Greece.

Nurse Education Today
|April 30, 2013
PubMed
Summary

The 2-stage learning method for venous cannulation (deconstruction, performance) resulted in faster procedure times and fewer initial errors compared to the 4-stage method. Skill retention was similar between both educational approaches.

Keywords:
2-stage methodology4-stage methodologyintravenous cannulationskill acquisitionskill retentionteaching

More Related Videos

Use of Three-Dimensional Imaging Reconstruction Software as a Training Tool for Cranial Vena Cava Venipuncture in the Ferret
04:18

Use of Three-Dimensional Imaging Reconstruction Software as a Training Tool for Cranial Vena Cava Venipuncture in the Ferret

Published on: July 15, 2025

Repeated Blood Collection from Tail Vein of Non-Anesthetized Rats with a Vacuum Blood Collection System
05:12

Repeated Blood Collection from Tail Vein of Non-Anesthetized Rats with a Vacuum Blood Collection System

Published on: December 10, 2017

Related Experiment Videos

Last Updated: May 11, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound
05:04

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Use of Three-Dimensional Imaging Reconstruction Software as a Training Tool for Cranial Vena Cava Venipuncture in the Ferret
04:18

Use of Three-Dimensional Imaging Reconstruction Software as a Training Tool for Cranial Vena Cava Venipuncture in the Ferret

Published on: July 15, 2025

Repeated Blood Collection from Tail Vein of Non-Anesthetized Rats with a Vacuum Blood Collection System
05:12

Repeated Blood Collection from Tail Vein of Non-Anesthetized Rats with a Vacuum Blood Collection System

Published on: December 10, 2017

Area of Science:

  • Nursing Education
  • Medical Skills Training

Background:

  • Venous cannulation is a critical nursing skill requiring proper education for patient and nurse safety.
  • Effective training methodologies are essential for mastering this procedure.

Purpose of the Study:

  • To compare the efficacy of a 4-stage learning method (demonstration, deconstruction, comprehension, performance) versus a simplified 2-stage method (deconstruction, performance) for venous cannulation.
  • To evaluate the impact of these methods on initial skill acquisition and long-term retention.

Main Methods:

  • A randomized controlled trial involving 117 nursing students.
  • Students were assigned to either the 2-stage (Group A) or 4-stage (Group B) learning method.
  • Skills were assessed during initial training and 45 days later using a checklist and time measurement.

Main Results:

  • The 2-stage group (Group A) demonstrated significantly faster completion times (1.77 min vs. 2.33 min) and fewer errors (0.95 vs. 1.38) during initial training.
  • The 4-stage group (Group B) omitted fewer steps (0.11 vs. 0.29).
  • No significant differences in skill retention (incorrect or omitted steps) were observed between the groups after 45 days.

Conclusions:

  • The 2-stage method is more efficient for initial venous cannulation training, leading to quicker procedures and fewer errors.
  • The 4-stage method may reduce the number of omitted steps initially.
  • Neither educational methodology showed a significant advantage for long-term skill retention.