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Academic literature on the topic 'IV Cannulation Skills'
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Journal articles on the topic "IV Cannulation Skills"
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International, Journal of Medical Science and Innovative Research (IJMSIR). "Effectiveness of demonstration versus video assisted teaching on IV cannulation skills among nursing students at selected nursing colleges, Bangalore." International Journal of Medical Science and Innovative Research (IJMSIR) 9, no. 5 (2024): 11–22. https://doi.org/10.5281/zenodo.15430162.
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<strong>Abstract</strong> Introduction: IV cannulation involves inserting a cannula into a vein to directly administer medications or fluids into the bloodstream, requiring precise proficiency from healthcare providers for rapid and reliable circulatory access in medical care and monitoring. Objectives: This study aims to investigates the effectiveness of demonstration versus video-assisted teaching methods on intravenous (IV) cannulation skills among nursing students. Methodology: Quasi experimental study design was adopted and 80 nursing students were recruited by convenient sampling technique, data was collected by using socio demographic variables and observational check list on IV cannulation skills. The data were analyzed by descriptive and inferential statistics. Results: The study revealed significant enhancements in IV cannulation skills among nursing students using both demonstration and video-assisted teaching methods (P<0.05). Initially, 80% of the demonstration group and 90% of the video-assisted teaching group exhibited poor skills. Following the interventions, mean IV cannulation scores improved from 11.52 ± 2.54 to 19.02 ± 1.83 in the demonstration group and 9.98 ± 1.91 to 17.22 ± 2.09 in the video-assisted teaching group. Moreover, 92.5% of the demonstration group and 70% of the video-assisted teaching group achieved proficient IV cannulation skills. Interpretation and conclusion: This study underscores the importance of innovative teaching methodologies in nursing education to optimize IV cannulation procedural skill acquisition and student learning outcomes. Future research may explore further enhancements and adaptations of demonstration and video- assisted teaching in diverse nursing education contexts.
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Mamatha, K., G. Nirmala, and Dr P. Balakrishna. "A Study to Assess the Effectiveness of IV Refresher Course on Pediatric IV Cannulation Among Registered Nurses." International Journal of Science and Healthcare Research 7, no. 2 (2022): 399–403. http://dx.doi.org/10.52403/ijshr.20220456.
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Pediatric intravenous (IV) cannulation is an integral part of modern medicine and is practiced in every health care setting. Children have approximately half the number of usable veins than adults, but they have less accessible veins. Pediatric IV cannulation can be challenging. Nurses performing IV procedures in children should demonstrate skill and knowledge in performing IV applications. Simulation provides effective and efficient knowledge and skills regarding pediatric IV cannulation. So the investigator decided to conduct the study in Apollo DRDO Hospital Hyderabad with a purpose to assess the effectiveness of IV Refresher course on Pediatric IV cannulation among Registered nurses who is working in Pediatric units. A quantitative pre experimental one group pre-test and post test design was selected to assess the effectiveness of IV refresher course on pediatric IV cannulation among the registered nurses. For this study total 30 nurses were selected by using purposive sampling technique. The study was conducted in Apollo DRDO Hospital Hyderabad. Data was collected with the help of Demographic Variables, structured knowledge questionnaires and Modified Intravenous Cannulation Skills Check List, with the permission from Nursing Head and Ethical consideration from Apollo Hospital Jubilee hills. The Results showcased that the pre–test mean Knowledge score was +8.63 and Standard Deviation (SD) ±1.79 whereas the post-test mean Knowledge score of was ±11.9 and Standard Deviation (SD) ±1.54. The calculated paired ‘t’ value was (8.03) which is more than the table value (1.699) at 0.05 level of significance. On job hands on training which helps the Register nurses to develop necessary confidence and competencies in any given procedure. so Nursing staff can be able to practice procedure properly with the patient. The IV refresher course had enabled the nurses to develop skills in Intravenous cannulation for the pediatric patients. Keywords: Simulation, Knowledge, practice, skills on Pediatric IV Cannulation, on-job training, IV refresher course.
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McCarthy, Nichola. "Teach all students phlebotomy, cannulation, ecg and iv skills." Nursing Standard 26, no. 35 (2012): 32. http://dx.doi.org/10.7748/ns2012.05.26.35.32.p8246.
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McCarthy, Nichola. "Teach all students phlebotomy, cannulation, ECG and IV skills." Nursing Standard 26, no. 35 (2012): 32. http://dx.doi.org/10.7748/ns.26.35.32.s42.
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Mohammed Ali, Bashar R., Ibrahim Alwan Al-Ashour, Mohammed Hakim Shamran Al-Hchaim, Mohammed Abdualkareem Aljanabi, and Jinan Fadhel Kadum. "Evaluation of Nurses' Performance Regarding Intravenous Cannulation." Pakistan Journal of Medical and Health Sciences 16, no. 8 (2022): 549–52. http://dx.doi.org/10.53350/pjmhs22168549.
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Objective: aimed to evaluate nurses' performance regarding intravenous cannulation. Methodology: In order to attain the initial stated purpose, descriptive research was conducted for the current study. The research was conducted between February 20 and March 21, 2018. The research was conducted at AL-Najaf City/AL-Najaf AL-Ashraf Health Center Directorate / AL-Sader Medical City & AL-Zahra Teaching Hospital. A non-probability (accidental sample) of (100) male and female nurses working at AL-Sader Medical City and AL-Zahra Teaching Hospital with at least one year of experience. Before assigning them to the research, we received their permission. A tool for assessing the intravenous cannulation skills of nurses was used. The data were collected using the observational checklist approach of the designed questionnaire, which was observed three times using the English version of the questionnaire, and the researchers conducted interviews in the same manner. Validity of the study instrument is conducted through a panel of experts with years of experience in the nursing field. The information was analyzed using inferential statistics, which included the mean of scores, as well as descriptive statistical analysis techniques, which included frequency, percentage, and cumulative percentage. Results: According to the research, al-Sader Medical City and Al-Zahraa Teaching Hospitals in Najaf have poor or insufficient intravenous cannulation nursing abilities. In the two hospitals, it was discovered that, respectively, 94% and 82% of the nursing staff were poor. Conclusion: The research found that most nurses utilize inadequate IV cannulation techniques. The study recommendation advises nurses to join in training sessions to develop their abilities in IV cannulation. Keywords: Evaluation, Nurses' Performance, Intravenous Cannulation.
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Ault, Mark J., Ryoko Tanabe, and Bradley T. Rosen. "Peripheral Intravenous Access Using Ultrasound Guidance: Defining the Learning Curve." Journal of the Association for Vascular Access 20, no. 1 (2015): 32–36. http://dx.doi.org/10.1016/j.java.2014.10.012.
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Abstract Background: The need for peripheral intravenous (IV) access in anatomically challenging patients is becoming a more commonly encountered clinical problem. The significant investment devoted to physician training for ultrasound-guided vascular access has not yet been matched by a similar commitment to nursing. Nurses, paramedics, and physicians are becoming more enthusiastic about peripheral IV access with ultrasound (PIVUS); however, institutional and clinician support has not yet been forthcoming. The learning curve for PIVUS has never been rigorously studied, and may be flatter than previously assumed. Methods: Registered nurses were selected to participate as trainees. Training involved 1:1 sessions consisting of formal orientation to portable ultrasound, mentoring, and practice sessions with a nurse practitioner who has expertise in ultrasound-guided peripheral vascular access; hands-on, supervised practice cannulating vessels on a nonhuman tissue simulator; and supervised attempts on live patients. Results: Seven of 8 trainees completed the training. The average number of patient encounters required to achieve 10 successful IV placements was 25 (range =18–32). The average time required for successful vessel cannulation was 19.57 minutes (range =5–62 minutes). An average of 25 attempts was required to achieve proficiency, and average of 50 cases was required to maintain consistency. Conclusions: In today's practice environment, PIVUS skills are increasingly important. The results of our study demonstrate that, with appropriate hands-on training and supervision, these skills can be effectively taught to registered nurses.
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Lund, Frederike, Jobst-Hendrik Schultz, Imad Maatouk, et al. "Effectiveness of IV Cannulation Skills Laboratory Training and Its Transfer into Clinical Practice: A Randomized, Controlled Trial." PLoS ONE 7, no. 3 (2012): e32831. http://dx.doi.org/10.1371/journal.pone.0032831.
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Ciafre, Lisa, Matthew Bigbee, Holley Stallings, et al. "The prevention of anticancer therapy extravasation events in the oncology clinic infusion patient: A quality improvement study." Journal of Clinical Oncology 38, no. 29_suppl (2020): 192. http://dx.doi.org/10.1200/jco.2020.38.29_suppl.192.
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192 Background: The Allegheny Health Network Cancer Institute (AHNCI) Medical Oncology is comprised of 19 infusion clinics located in the western Pennsylvania region. Safety quality assurance data revealed an extravasation rate of 0.12% for vesicant anticancer therapies. A literature review identified a benchmark for these extravasations to be 0.09% confirming that the AHNCI had an opportunity to improve patient safety. Methods: A multidisciplinary quality team with support from ASCO’s Quality Training Program was developed to decrease extravasation occurrences utilizing problem solving tools and PDSA methodology. A process flow map and cause and effect diagram revealed opportunities in the following categories: People–Lack of formal IV training resulting in care dependent on experiential knowledge only; Process–There is not a standardized process for IV starts; Plant–Supply standardization was non-existent. Offices and staff utilized the catheter of their choice with varying levels of technology for early detection of vein cannulation. The use of catheter stabilizing dressings or devices did not exist. Diagnostic data analysis revealed that a majority of extravasation events occurred peripherally in the forearm with a 24g, 0.75” catheter. Therefore, this quality team’s focus was on the prevention of peripheral extravasations. Gemba walk utilizing an observation tool identified that nurses often made decisions based on personal comfort rather than best practice. Process measures: Process Change #1: Standardize IV Catheters across the network to reduce variation and ensure that the chosen catheter’s manufacture technology includes early vein cannulation technology and to implement IV start kits with a securement dressing. Process Change#2: Educate nurses in vein assessment technique, catheter selection and insertion skill. Results: Allegheny Health Network Cancer Institute was able to decrease extravasation events from 0.12% to 0.02% due to the innovation of this quality improvement team by standardizing supplies and ensuring staff competency with peripheral IV insertion knowledge and skills. Conclusions: Validating a problem through data is essential–we can’t manage what we can’t measure.Validating a problem’s value through evidence is necessary (patient harm). Benchmarking must be supported with a high level of evidence. Eliminating variation improves investigative outcomes. Implementing process measures through best practice evidence and not hypothesis is essential.
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Lone, Mutahira, Ahmad H. Sheikh, Andreea Factor, Niamh Moore, and Muhammad A. Javaid. "Impact of a multimodal anatomy CPD course on intravenous cannulation skills – An Irish radiographers and radiation therapists’ perspective." European Journal of Anatomy 26, no. 1 (2022): 73–86. http://dx.doi.org/10.52083/qpaw2060.
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Radiographers and radiation therapists continually upgrade their knowledge to remain informed and competent in modern radiological imaging techniques. Despite the generally agreed upon significance of anatomy for successful interpretation of imaging modalities, its link with clinical performance of radiographers and radiation therapists has not been highlighted before. The above-stated gap in the literature was addressed by employing an anatomy-based CPD course and investigating its influence on intravenous cannulation and administration skills of 10 radiographers and 4 radiation therapists. The course comprised interactive anatomy tutorials (employing vascular histology e-modules and vascular prosections), lectures and simulation sessions to practice IV cannulation. Likert questionnaires were employed to gauge attitudes and interests, prior to and after the course. At the end of the course, participants perceived anatomy prosections/dissection more useful compared to other learning modalities, including social media, textbooks, e-learning, plastic models and lectures. This corresponded with a significant increase in their perceived level of anatomy knowledge and confidence in identifying structures on prosections, and tracing vessels on radiographs and body surface. Anatomy-based CPD course was valued with regards to their career progression and enhancement of anatomical knowledge. Furthermore, the use of prosections and hands-on practical sessions was highly commended and a desire to attend similar future courses was expressed. Lastly, participants identified factors facilitating or hindering course attendance and offered advice to improve efficacy of future courses. We conclude that an interactive anatomy-based CPD—employing multimodal pedagogies—can be effective in enhancing anatomy knowledge and clinical competence of radiographers and radiation therapists.
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Shaukat, Haroon, Beemnet Neway, Kristen Breslin, et al. "Utility of the DIVA score for experienced emergency department technicians." British Journal of Nursing 29, no. 2 (2020): S35—S40. http://dx.doi.org/10.12968/bjon.2020.29.2.s35.
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Background: The DIVA score is validated for predicting success of the initial attempt at peripheral intravenous insertion by nurses and physicians. A score of 4 or greater is 50% to 60% likely to have a failed first attempt. The study objective was to assess the validity of this score for emergency department technicians. Methods: This study used a prospective convenience sample of 181 children presenting to the emergency department with intravenous access attempt by one of 29 emergency department technicians. DIVA score, total number of attempts, and median time to successful intravenous cannulation were obtained. Results: Comparing patients with a DIVA score <4 to ≥4, first-time IV placement failure rates were lower (9% [95% CI, 3–24] vs. 41% [95% CI, 33–49]) and median time to IV placement was shorter (75 [interquartile range (IQR) 42–157] vs. 254 [IQR 91–806]) seconds. In patients with scores ≥4, emergency department technicians with ≥5 years of experience were significantly more likely to be successful on the first attempt (OR 2.8; 95% CI, 1.03–7.63). For every year of technician experience, the time to catheter placement, adjusted for DIVA score, decreased by 25 minutes (P≤0.05, R2=0.05). Comparing our receiver operating curve to the derivation study, the areas were similar (0.67 vs. 0.65). Conclusions: This study provides preliminary evidence for the validity of the DIVA score when applied to IVs placed by emergency department technicians. For patients with high DIVA scores, ≥5 years of IV experience was associated with higher odds of successful first-time IV placement and shorter time to placement. HIGHLIGHTS The difficult intravenous access (DIVA) score may be generalizable to IVs placed by experienced emergency department technicians (EDTs) Higher odds of first-time success in difficult patients with ≥5 years EDT experience Early identification of difficult access may allow for aid of alternative technology Likely first study to evaluate EDTs IV skills in patients with varying DIVA scores
Books on the topic "IV Cannulation Skills"
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Response, Team Rapid. IV Starts for the RN and EMT: RAPID and EASY Guide to Mastering Intravenous Catheterization, Cannulation and Venipuncture Sticks for Nurses and Paramedics from the Fundamentals to Advanced Care Skills. Createspace Independent Publishing Platform, 2015.
Find full textBook chapters on the topic "IV Cannulation Skills"
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"Venesection, cannulation and the care of children requiring IV infusions Cannulation and venesection." In Developing Practical Skills for Nursing Children and Young People. Routledge, 2009. http://dx.doi.org/10.1201/b13431-40.
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Raine, Tim, George Collins, Catriona Hall, et al. "Procedures." In Oxford Handbook for the Foundation Programme. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198813538.003.0017.
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This chapter explores procedures, including practical procedures, laboratories, achievement of core foundation skills, blood and injections, taking blood (venepuncture), femoral stab, blood tubes, IV cannulation, taking blood in children, arterial blood gas (ABG), SC/IM injections, IV injections, cardiology, ECGs and cardiac monitors, exercise tolerance test, chemical cardioversion (adenosine), cardioversion and defibrillation, central lines, thrombolysis, respiratory, pleural tap, chest drain (Seldinger method), endotracheal intubation (adult), laryngeal mask airway (LMA), urology, urethral catheterization, replacing a suprapubic catheter, gastroenterology, replacing a PEG feeding tube, nasogastric (NG) tubes, ascitic tap (abdominal paracentesis), neurology, lumbar puncture (LP), normal vaginal delivery, joint aspiration and injection, local anaesthetic (LA), suturing, and reduction of fractures and dislocations.
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Cyna, Allan M., and Marion I. Andrew. "Needle phobia." In Handbook of Communication in Anaesthesia & Critical Care. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780199577286.003.0022.
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Needle phobia describes an anticipatory fear of needle insertion, and is a well-recognized clinical entity of particular relevance to the anaesthetist. It may affect up to 10 % of the general population, is more common in the young, and can prevent patients from seeking medical care by avoiding immunizations, necessary blood tests or hospital procedures. The development of trust, a perception of control and an understanding of the conscious–subconscious aspects of the problem can help patients. In addition, patience, time and recognized communication skills are frequently needed if this distressing problem is to be managed effectively . Needle phobia is usually a learned response. Trust, control and perceptions rather than the pain itself are the key issues in needle phobia. Nevertheless pain reduction strategies such as EMLA, ice , premedication such as dexometomidine, stress-reducing medical devices and hypnosis, may have a role in management. Anaesthetists have traditionally used reassurance, EMLA and avoidance of needle insertion in the awake patient by giving inhalational inductions. However, this approach tends to reinforce the avoidance behaviour of both anaesthetist and patient! In addition, it wastes a valuable opportunity to educate patients in ways that can provide them with the necessary skills to manage future blood tests, drips and the like more easily. In some cases avoiding IV access prior to inducing anaesthesia—for example, at a Caesarean section — can put patients at increased risk of complications. Patients with needle phobia are like all patients only more so! At one level they function consciously and logically and are amenable to reason. However, in the context of hospital procedures such as blood tests and IV cannulation, subconscious responses take over. These patients often recognize that their behaviour is silly or even stupid, but find that they just can’t help themselves. They may describe their predicament as being in ‘two minds about it’ or ‘beside themselves’. This mind set illustrates, probably more clearly than any other, the conscious–subconscious basis of the problem.