The influence of different ways of training on development of practical skills in performing parenteral therapy in full-time first year nursing students

Abstract

Aim: This study aimed to determine how teacher demonstrations and video content affect the development of practical skills in the administration of intravenous therapy by nursing undergraduate students. Design: Prospective randomized trial. Methods:The study included 48 students in their first year of nursing studies, divided into two groups. In the first phase, the group of "video students" (n = 22) were trained to perform practical intravenous therapy skills by video demonstration, while the second group of "demonstration students" (n = 26) were instructed by live classroom demonstration. Both groups joined the second phase of the study after an interval of one week, when they were tested with the Objective Structured Clinical Examination (OSCE) for intravenous therapy. Results: Statistically significant differences were determined between the "video student" and "demonstration student" groups at a significance level of 0.05 (p < 0.05) for certain OSCE components. Conclusion: Pre-recorded video content is not an adequate substitute for live demonstration by teachers for mastering practical skills.

Implementation of a Supervised Focused Infusion Therapy Clinical Experience and Its Impact on Confidence and Competence

“…4,6,9,19 Although education has been found necessary to increase competence, practice has been deemed essential in increasing confidence when performing skills. 9 Several methods of teaching infusion therapy skills have been studied and are described throughout the literature, including traditional didactic strategies, [4][5][6]13,18,[20][21][22][23] video-assisted educational methods, 6,21 skills laboratory practice, [4][5][6]9,13,17,20,21 simulation, 5,6,9,[17][18][19][20]22 and hands-on learning in the clinical environment. 4,13,20 The literature offers a variation of suggestions and opinions about what strategies are most effective in teaching infusion therapy skills, with some noting simulation to produce highly positive outcomes 17,18 and others finding laboratory practice to be particularly beneficial by students for learning infusion therapy skills.…”