ArticleCureus2025
Impact of Difficult Intravenous Access and Ultrasound-Guided Cannulation Teaching on Healthcare Professionals: A Mixed-Methods, Multi-site Study.
Article in Cureus, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed, 1 synthesis or guideline pooled it.
- Pooled it
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This was a mixed-methods study designed to evaluate the impact that difficult intravenous access situations and ultrasound-guided cannulation teaching have on healthcare professionals (HCPs). Quantitative data were collected from pre- and post-surveys from a multi-site ultrasound-guided cannulation course (n = 252). The difference in self-reported confidence between the surveys was analysed for significance using a complete case analysis, a two-tailed paired samples T-test with a 95% confidence interval. Qualitative data were collected from two semi-structured focus groups with a total of 13 participants and analysed using reflexive thematic analysis. Difficult cannulation situations negatively impact HCPs, causing workflow disruptions and emotions such as guilt, helplessness, and self-doubt. After receiving ultrasound-guided cannulation teaching, course participants felt significantly more confident in their ability to cannulate patients (t = -9.55, p < 0.001), identify peripheral structures using ultrasound (t = -20.51, p < 0.001), and use ultrasound to aid cannulation (t = -32.93, p < 0.001). Focus group participants felt that ultrasound-guided cannulation teaching reduced the negative impact of subsequent difficult cannulation experiences.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.