Comparing Intravenous Insertion Instructional Methods with Haptic Simulators

Abstract

Objective. The objective of this review was to compare traditional intravenous (IV) insertion instructional methods with the use of haptic IV simulators. Design. An integrative research design was used to analyze the current literature. Data Sources. A search was conducted using key words intravenous (IV) insertion or cannulation or venipuncture and simulation from 2000 to 2015 in the English language. The databases included Academic Search Complete, CINAHL Complete, Education Resource Information Center, and Medline. Review Methods. Whittemore and Knafl's (2005) strategies were used to critique the articles for themes and similarities. Results. Comparisons of outcomes between traditional IV instructional methods and the use of haptic IV simulators continue to show various results. Positive results indicate that the use of the haptic IV simulator decreases both band constriction and total procedure time. While students are satisfied with practicing on the haptic simulators, they still desire faculty involvement. Conclusion. Combining the haptic IV simulator with practical experience on the IV arm may be the best practice for learning IV insertion. Research employing active learning strategies while using a haptic IV simulator during the learning process may reduce cost and faculty time.

Using “Knowing That” and “Knowing How” to Inform Learning of Peripheral Vein Cannulation in Nursing Education

“…Using such a training modality, students are allowed to learn and perform PVC without fear of harming patients. Additionally, students are permitted to make mistakes, repeat and take the time they need when learning PVC (Bland & Tobbell, 2016;Bruce et al, 2019;Hayden et al, 2014;Johannesson, Silén, Kvist, & Hult, 2013;McWilliams & Malecha, 2017). Using artificial body parts also allows students to safely engage in "intelligent practice" during PVC learning.…”

“…Competence in peripheral vein cannulation (PVC) in nursing is emphasized as important to ensure effective treatment and patient safety (Hunter, Vandenhouten, Raynak, Owens, & Thompson, 2018;Marshburn, Engelke, & Swanson, 2009). Learning PVC is a key component in nursing education, in both academic and clinical settings (Alexandrou et al, 2012;Ewertsson, Bagga-Gupta, Allvin, & Blomberg, 2017;McWilliams & Malecha, 2017;National Curriculum Regulations for Nursing Programs, 2008). However, many newly qualified nurses lack competence in PVC (Hunter et al, 2018;Marshburn et al, 2009), and consequently fail and make mistakes in many of their attempts at PVC.…”

“…However, many newly qualified nurses lack competence in PVC (Hunter et al, 2018;Marshburn et al, 2009), and consequently fail and make mistakes in many of their attempts at PVC. In the nursing literature, the practical skill of PVC is identified as one of the most difficult invasive skills to learn and perform (Ewertsson et al, 2017;Hunter et al, 2018;Marshburn et al, 2009;McWilliams & Malecha, 2017). Given the risk of patient harm associated with a lack of competence in PVC, e. g. phlebitis and bloodstream infection (Carr et al, 2016;Hadaway, 2012), the effectiveness of much PVC teaching has to be questioned.…”

“…Simulation aims to prepare students for tasks such as PVC that they will meet in the clinical setting (Bruce, Levett-Jones, & Courtney-Pratt, 2019;Downing et al, 2016;Hayden, Smiley, Alexander, Kardong-Edgren, & Jeffries, 2014). A simulation setting is a safe learning environment, allowing students to learn practical skills prior to skill performance on patients (Bland & Tobbell, 2016;Bruce et al, 2019;Hayden et al, 2014;McWilliams & Malecha, 2017). In the clinical setting, it is expected that practical skills previously learned in simulation will be transferred and further developed through practice on patients (Ewertsson et al, 2017).…”

Conditions Affecting the Performance of Peripheral Vein Cannulation during Hospital Placement: A Case Study

“…Learning how to insert a vein cannula is the most challenging skill taught in nursing school [ 30 ]. Several investigators have focused on methods used for teaching PVC [ 31 – 34 ].…”