IV Insertion Simulation: Confidence, Skill, and Performance

Reinhardt, Anita; Mullins, Iris L.; Blieck, C. de; Schultz, Pamela N.

doi:10.1016/j.ecns.2010.09.001

Cited by 32 publications

(27 citation statements)

References 23 publications

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“…(16) However, concurring with Reinhardt et al, (28) our study has demonstrated that using low-tech simulators does not necessarily prevent students from acquiring confidence and competence in arterial puncture. In fact, when combined with simulated patients, the low-fidelity simulators served to create an accurate representation of real-life scenarios, (29) which may have contributed to the observed improvement in the proportion of participants who achieved the benchmarks for psychomotor and communication skills.…”

Section: Discussionmentioning

confidence: 37%

Efeitos de um workshop de simulação sobre a competência em punção arterial de estudantes de enfermagem

et al. 2016

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Objective: To evaluate whether a short simulation-based workshop in radial artery puncture would improve nursing students' competence to a level in which they could practise the procedure on a live patient without compromising his safety. Methods: Quasi-experimental one-group pretest-posttest study with 111 third-year nursing students. A 1.5-hour simulation-based workshop was implemented. This included a video-lecture, live demonstrations, selfdirected simulated practice in dyads and individual intermittent feedback. Participants' skills, knowledge and self-efficacy in arterial puncture were measured before and after attending the workshop. Results: After the intervention, a total of 61.1% of the participants showed the level of competence required to safely practice radial artery puncture on a live patient under supervision. Conclusion: Effective simulation-based training in arterial puncture for nursing students does not necessarily need to be resource-intensive. Well-planned, evidence-based training sessions using low-tech simulators could help educators to achieve good educational outcomes and promote patient safety. ResumoObjetivo: Avaliar se um workshop de simulação e curta duração sobre punção da artéria radial melhoraria a competência de alunos de enfermagem em um nível em que pudessem praticar o procedimento em um paciente vivo sem comprometer sua segurança. Métodos: Estudo quase-experimental do tipo pré-teste e pós-teste com um grupo de 111 estudantes do terceiro ano de enfermagem. Foi implementado um workshop de simulação e 1,5 horas de duração. Isso incluiu uma vídeo-palestra, demonstrações ao vivo, prática simulada autodirigida em díades e feedback intermitente individual. As habilidades, conhecimentos e autoeficácia dos participantes em punção arterial foram medidos antes e depois da participação no workshop. Resultados: Após a intervenção, 61,1% dos participantes demonstraram o nível de competência necessário para a prática segura da punção da artéria radial em um paciente vivo sob supervisão. Conclusão: O treinamento efetivo em punção arterial baseado em simulação para estudantes de enfermagem não necessariamente precisa ser intensivo em recursos. Sessões de treinamento bem planejadas e baseadas em evidências, com uso de simuladores de baixa tecnologia podem ajudar os educadores a alcançarem bons resultados educacionais e promover a segurança do paciente.

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Section: Discussionmentioning

confidence: 37%

Efeitos de um workshop de simulação sobre a competência em punção arterial de estudantes de enfermagem

et al. 2016

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“…This poses a problem in the clinical setting to newly qualified nurses as they are expected to demonstrate certain skills and attributes. Reinhardt et al [2] assert that for a student to assume a nurse's role, he or she should possess a positive self-disposition. This is attained by focussing on both technical and non-technical skills during simulation, such as critical thinking, confidence and teamwork.…”

Section: Introductionmentioning

confidence: 99%

“…Tuzer et al [11] posit that the development of psychomotor skills is important in the development of nurses' competencies. If students are unable to obtain confidence in skill performance, it becomes impossible to transfer the skill to the clinical environment [2].…”

Section: Introductionmentioning

confidence: 99%

An Exploration of Student Midwives’ Lived Experiences Regarding Confidence and Satisfaction in Medium-Fidelity Simulation

Ntlokonkulu¹,

Rala²,

Goon³

2018

TONURSJ

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Background Newly qualified midwives are expected to exhibit some level of confidence in practice when they enter the clinical environment. Objective To explore the lived experiences of student midwives after exposure to medium-fidelity simulation concerning confidence and satisfaction. Methods This qualitative, interpretive, phenomenological analysis study was conducted on a purposive sample of five, fourth-year Baccalaureate of Nursing Science student midwives at the University of Fort Hare. In-depth semi-structured interviews were conducted. Data analysis applied the interpretative phenomenological analysis approach. Results Superordinate theme sense of fulfilment elicited six sub-ordinate themes namely 1) Transferability of skills 2) Knowledgeable 3) Equipment used during simulation 4) Realism of simulation 4) Sense of accomplishment 5) Sure/unsure of performance. The use of a standardised patient during the simulation instead of a mannequin prepared participants for the real clinical environment. After being involved in the simulation, participants became more inquisitive regarding the management of the simulated condition. Satisfaction with simulation depended on whether the simulation activity met the student’s expectations, and if the simulation equipment resembled real clinical equipment. Post-partum haemorrhage simulation bridged the gap between theory and practice. Conclusion Confidence and satisfaction of student midwives during simulation is depended on the realism of the simulated activity. Exposure to simulated activity increases student knowledge. The student acknowledged that simulation can bridge the gap between theory and practice.

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“…26 It was desired that confidence, defined as the degree to which a person believes in her or his ability to successfully insert an SPC according to hospital protocol, be measured throughout the IV insertion process. Information gained from the tool could be used to help identify learning gaps and better direct staff nurse training to help improve staff nurse SPC confidence during the entire IV insertion process.…”

mentioning

confidence: 99%

Development and Testing of an Instrument to Measure Short Peripheral Catheter Insertion Confidence

Schuster

Stahl

Murray

et al. 2016

Journal of Infusion Nursing

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The Peripheral Intravenous Insertion Confidence Assessment for short peripheral catheters is a 10-item, 5-point Likert scale, self-administered tool to measure a person's confidence in his or her personal intravenous insertion skills, including site selection and assessment, procedure, dressing, and documentation. Expert opinion validity was obtained from a panel of 3 infusion therapy leaders. Two-day test-retest reliability and internal consistency were determined using 22 practicing nurses. Individual question correlations ranged from r = 0.93 to 0.16, and the total score correlation was r = 0.96. Using first-test results only, internal consistency was 0.85 (α = 0.85, n = 22). Overall, the insertion confidence assessment is valid and, in the present study, a reliable tool to measure the short peripheral catheter insertion confidence of staff nurses.

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IV Insertion Simulation: Confidence, Skill, and Performance

Cited by 32 publications

References 23 publications

Efeitos de um workshop de simulação sobre a competência em punção arterial de estudantes de enfermagem

Efeitos de um workshop de simulação sobre a competência em punção arterial de estudantes de enfermagem

An Exploration of Student Midwives’ Lived Experiences Regarding Confidence and Satisfaction in Medium-Fidelity Simulation

Development and Testing of an Instrument to Measure Short Peripheral Catheter Insertion Confidence

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