Evidence of learning on the insertion and care of peripheral venous catheters in nursing students: A mixed study.

OBJECTIVES: 1) To assess nursing students' evidence-based knowledge on the use of PVCs, and 2) to examine the perception of learning and teaching strategies aimed at this skill. BACKGROUND: Insertion and care of Peripheral Venous Catheters (PVCs) are essential skills in undergraduate nursing education. Appropriate knowledge of this skill is crucial to improve clinical practice and patient safety. Therefore, training becomes an enabler for safe practice. DESIGN: A multi-centre convergent parallel mixed-methods. SETTING AND PARTICIPANTS: A total of 675 second-, third- and fourth-year nursing students from 3 nursing schools took part in the study. METHODS: Quantitative data collection used a validated 15-question survey on knowledge of PVC management, and a descriptive and inferential analysis was carried out. Qualitative data were collected via a questionnaire consisting of 4 open-ended questions assessing knowledge, teaching methodologies and scenarios, and points for improvement. RESULTS: Most participants were female (74.04%), with a mean age of 22.45 (SD = 4.65), who had no experience in the health field (61.8%). They obtained a mean knowledge score of 7.27 (SD = 2.64) out of 15. The students who obtained higher scores had a mean professional experience of 7.96, SD = 2.66 (p 0.000) and were in their final year, with a mean of 8.59, SD = 2.56, (p 0.000). On the other hand, the students assessed their knowledge as basic but improving year by year. They also identified a need to apply more active and experiential methodologies that would allow for reflection. CONCLUSION: Level of educational level and experience is associated with increased knowledge. In order to improve knowledge, changes must be made in the training process to incorporate methodologies such as simulation and online training. There is a need to develop programmes that favour the alignment of theory with clinical practice.

Otra manera de enseñar enfermería clínica: el arte como vehículo formador / Another way to teach clinical nursing: Art as a learning methodology

En los estudios de enfermería se reconoce la existencia de problemas que están provocando un bajo rendimiento académico a nivel internacional, así como un aumento de absentismo y abandono de la titulación. Diversos estudios han utilizado el arte como estrategia de enseñanza, demostrando un aumento en el aprendizaje y en la motivación de los estudiantes. El objetivo de este estudio es evaluar una experiencia docente que incluye el arte como vehículo formador en el aprendizaje de la fisiopatología y cuidados enfermeros de la piel. Para ello se realiza un diseño mixto, con una primera fase cualitativa exploratoria preliminar y una segunda fase cuantitativa para evaluar la intervención definitiva. Los principales resultados muestran que el aprendizaje de los contenidos en los que se ha utilizado el arte como metodología docente han sido mejor asimilados, y los estudiantes se han mostrado altamente satisfechos con esta metodología; respecto al pensamiento creativo, la escala EDICOS ha mostrado una alta consistencia en todas las dimensiones, y no se han obtenido diferencias significativas en relación con el género. Los estudiantes expresan que la observación e interpretación del arte les ha permitido una aproximación a la realidad y una reflexión sobre los cuidados enfermeros

Several nursing studies recognise the existence of problems that are caused by a low academic performance at international level, as well as an increase in absenteeism and abandonment of the degree. Most of these studies have used art as an instrument of learning, demonstrating an increase in student knowledge and motivation. The objective of this study is to evaluate a teaching experience that includes Arts-Based-Learning of the pathophysiology and nursing care of the skin. A two-phase mixed design was used to evaluate the (definitive) intervention. In the first phase, the qualitative performance was explored, and in the second phase, the quantitative performance was evaluated. RESULTS: showed a better assimilation of learning contents for those students for whom art has been used as a teaching methodology. A high level of satisfaction among students was also observed with this methodology. Regarding creative thinking, the EDICOS scale showed a high consistency in all dimensions. However, no significant gender-related differences were found. Students expressed that the observation and interpretation of art have provided them with an outline of the current situation, and a reflection of nursing care