Ravik Monika, Bjørk Ida Torunn
Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Post-box 235, 3603 Kongsberg, Norway.
Department of Public Health Science, Faculty of Medicine, University of Oslo, PB 1089 Blindern, 0318 Oslo, Norway.
Int J Nurs Stud Adv. 2023 Mar 20;5:100123. doi: 10.1016/j.ijnsa.2023.100123. eCollection 2023 Dec.
Peripheral vein cannulation is a complex yet common practical skill. Learning to insert a peripheral vein cannula is fundamental in nursing education; however, the most beneficial pedagogical approaches are yet to be elucidated.
To explore and impart a deeper understanding of the learning conditions in nursing education for developing competency in peripheral vein cannulation.
Qualitative, explorative. and comparative research design.
Two nursing educational settings in southern Norway: an academic setting for simulation-based peripheral vein cannulation skill learning, followed by a hospital setting that provided a 9 week clinical placement period.
Nine student nurses in the second year of a bachelor's programme in nursing.
Focus group interviews, individual interviews, and ad hoc conversations with the student nurses on their experiences during and after the process of developing competency in peripheral vein cannulation. Thematic analysis was used to identify categories and common themes.
Eight major themes were identified: 'Anatomical and physiological conditions related to the training modalities', 'Realism in training', 'Sequences in peripheral vein cannulation training', 'Different training modalities affording varied learning opportunities', 'Professional nursing assessments', 'Patients' and peers' emotional reactions', 'Student nurses' own emotional reactions', and 'Significance of the relationship between the student nurse and patient'.
Simulation-based peripheral vein cannulation practice was an important starting point for the students' skill learning. However, the students experienced the complexity of the skill only in the clinical setting because it offered several learning opportunities. Nonetheless, our findings indicate a need to further review peripheral vein cannulation skill learning, especially patient contributing factors, to enhance the transfer of learning from the simulation setting to the clinical setting.
Clinical setting-based peripheral vein cannulation practice is vital for student nurses' skill learning because of the skill's complexity.
外周静脉置管是一项复杂但常见的实践技能。学习插入外周静脉套管是护理教育的基础；然而，最有益的教学方法尚未阐明。
探索并深入理解护理教育中培养外周静脉置管能力的学习条件。
定性、探索性和比较性研究设计。
挪威南部的两个护理教育场所：一个是基于模拟的外周静脉置管技能学习的学术场所，随后是一个提供为期9周临床实习的医院场所。
护理专业本科课程二年级的9名学生护士。
通过焦点小组访谈、个人访谈以及与学生护士就其在外周静脉置管能力培养过程中及之后的经历进行的临时对话。采用主题分析法确定类别和共同主题。
确定了八个主要主题：“与培训方式相关的解剖和生理条件”、“培训的真实性”、“外周静脉置管培训的顺序”、“不同培训方式提供不同学习机会”、“专业护理评估”、“患者和同伴的情绪反应”、“学生护士自身的情绪反应”以及“学生护士与患者关系的重要性”。
基于模拟的外周静脉置管实践是学生技能学习的重要起点。然而，学生仅在临床环境中体验到了该技能的复杂性，因为临床环境提供了多种学习机会。尽管如此，我们的研究结果表明需要进一步审视外周静脉置管技能学习，尤其是患者相关因素，以加强从模拟环境到临床环境的学习迁移。
由于外周静脉置管技能的复杂性，基于临床环境的外周静脉置管实践对学生护士的技能学习至关重要。
