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Improving Nurses' Peripheral Intravenous Catheter Insertion Knowledge, Confidence, and Skills Using a

Nowai L Keleekai¹, Catherine A Schuster, Connie L Murray

¹From Nursing Administration (N.L.K.), Orientation and Education (M.A.K., L.J.L., S.G.), Overlook Medical Center, Summit, NJ; Clinical Education and Training (C.A.S., C.L.M., B.R.S., K.R.G.), Curriculum Development, Electronic, and Mobile Learning (M.W.L.), B. Braun Medical, Inc., Bethlehem, PA.

Simulation in Healthcare : Journal of the Society for Simulation in Healthcare

|August 10, 2016

Summary

This summary is machine-generated.

This study shows that blended learning programs using simulation significantly improve nurses' knowledge, confidence, and skills in peripheral intravenous catheter (PIVC) insertion. These findings highlight the effectiveness of simulation-based training for enhancing clinical practice.

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Area of Science:

Medical Education
Nursing Practice
Simulation-Based Training

Background:

Peripheral intravenous catheter (PIVC) insertion is a common hospital procedure.
Nurses often lack formal training in PIVC insertion.
Blended learning with simulation can enhance PIVC insertion skills.

Purpose of the Study:

To evaluate the effectiveness of a blended learning program for PIVC insertion training.
To assess improvements in nurses' knowledge, confidence, and skills.

Main Methods:

Randomized, wait-list control group with crossover design.
Intervention included a 2-hour online course and an 8-hour live simulation training.
Nurses on medical/surgical units were assessed at baseline and post-intervention.

Main Results:

The intervention group showed significantly higher scores in knowledge, confidence, and skills post-training compared to the wait-list group.
Nurses improved knowledge by 31% and skills by 24% after the simulation-based blended learning.
The wait-list group also showed improvements after receiving the intervention.

Conclusions:

Simulation-based blended learning significantly enhances nurses' PIVC insertion knowledge, confidence, and skills.
Further research is needed to explore the transferability of these simulated skills into clinical practice.