ArticleInternational journal of nursing studies advances2023
Influence of simulation and clinical settings on peripheral vein cannulation skill learning in nursing education: A qualitative study.
Article in International journal of nursing studies advances, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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6 citing papers in PubMed.
- Limited opportunity for nursing students to perform practical nursing skills during clinical placements: a Scandinavian cross-sectional study.International journal of nursing studies advances · 2026Article
- Phlebotomy in Practice: Evaluating the Impact of Timetabled Clinics on Medical Student Venepuncture Skills.Cureus · 2026Article
- Determinants of burnout syndrome among undergraduate nursing students in Poland: a cross-sectional study.BMC medical education · 2025Article
- Clinical placement education during the coronavirus disease 2019 pandemic shapes new nurses: A qualitative study.International journal of nursing studies advances · 2023Article
- Review
- Enhancing Practical Skills Learning in a Hospital Placement: Registered Nurse Mentors' Experiences of Student Supervision.SAGE open nursingArticle
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2 authors.
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Abstract
Background: 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. Objective: To explore and impart a deeper understanding of the learning conditions in nursing education for developing competency in peripheral vein cannulation. Design: Qualitative, explorative. and comparative research design. Settings: 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. Participants: Nine student nurses in the second year of a bachelor's programme in nursing. Methods: 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. Results: 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'. Conclusions: 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. Tweetable abstract: Clinical setting-based peripheral vein cannulation practice is vital for student nurses' skill learning because of the skill's complexity.
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