Table of Contents Author Guidelines Submit a Manuscript
Table of Contents Alerts

To receive news and publication updates for Nursing Research and Practice, enter your email address in the box below.

Nursing Research and Practice
Volume 2017 (2017), Article ID 9748492, 10 pages
https://doi.org/10.1155/2017/9748492
Research Article

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

Monika Ravik,1,2 Anton Havnes,3 and Ida Torunn Bjørk1

1Department of Nursing Science, University of Oslo, PB 1018, Blindern, 0315 Oslo, Norway
2Faculty of Health and Social Studies, University College of Southeast Norway, Porsgrunn, Postboks 235, 3603 Kongsberg, Norway
3Centre for the Study of Professions, Oslo and Akershus University College of Applied Sciences, Postboks 4, St. Olavs Plass, 0130 Oslo, Norway

Correspondence should be addressed to Monika Ravik; on.nsu@kivar.akinom

Received 12 August 2017; Accepted 15 October 2017; Published 7 November 2017

Academic Editor: Lesley Wilkes

Copyright © 2017 Monika Ravik et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Linked References

  1. L. Berragan, “Simulation: an effective pedagogical approach for nursing?” Nurse Education Today, vol. 31, no. 7, pp. 660–663, 2011. View at Publisher · View at Google Scholar · View at Scopus
  2. I. T. Bjørk, “Practical skill development in new nurses,” Nursing Inquiry, vol. 6, no. 1, pp. 34–47, 1999. View at Publisher · View at Google Scholar · View at Scopus
  3. L. Sheahan, A. While, and J. Bloomfield, “An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students,” Nurse Education Today , vol. 35, no. 12, pp. 1148–1154, 2015. View at Publisher · View at Google Scholar · View at Scopus
  4. S. J. Wellard, B.-A. Solvoll, and K. M. Heggen, “Picture of Norwegian clinical learning laboratories for undergraduate nursing students,” Nurse Education in Practice, vol. 9, no. 4, pp. 228–235, 2009. View at Publisher · View at Google Scholar · View at Scopus
  5. D. M. Marshburn, M. K. Engelke, and M. S. Swanson, “Relationships of new nurses' perceptions and measured performance-based clinical competence,” The Journal of Continuing Education in Nursing, vol. 40, no. 9, pp. 426–432, 2009. View at Publisher · View at Google Scholar · View at Scopus
  6. V. Zamanzadeh, M. Jasemi, L. Valizadeh, B. Keogh, and F. Taleghani, “Lack of preparation: Iranian nurses' experiences during transition from college to clinical practice,” Journal of Professional Nursing, vol. 31, no. 4, pp. 365–373, 2015. View at Publisher · View at Google Scholar · View at Scopus
  7. E. Alexandrou, L. Ramjan, J. Murphy, L. Hunt, V. Betihavas, and S. A. Frost, “Training of undergraduate clinicians in vascular access: an integrative review,” JAVA - Journal of the Association for Vascular Access, vol. 17, no. 3, pp. 146–158, 2012. View at Publisher · View at Google Scholar · View at Scopus
  8. W. Zingg and D. Pittet, “Peripheral venous catheters: an under-evaluated problem,” International Journal of Antimicrobial Agents, vol. 34, supplement 4, pp. S38–S42, 2009. View at Publisher · View at Google Scholar · View at Scopus
  9. M. Ravik, A. Havnes, and I. T. Bjørk, “Exploring nursing students’ transfer of peripheral venous cannulation from skills centre to the clinical setting,” Journal of Nursing Education and Practice, vol. 5, no. 3, pp. 59–70, 2014. View at Publisher · View at Google Scholar
  10. D. Milutinović, D. Simin, and D. Zec, “Risk factor for phlebitis: a questionnaire study of nurses’ perception,” Revista Latino-Americana de Enfermagem, vol. 23, no. 4, pp. 677–684, 2015. View at Publisher · View at Google Scholar · View at Scopus
  11. A. M. Meeder, M. S. Van Der Steen, A. Rozendaal, and A. R. H. Van Zanten, “Phlebitis as a consequence of peripheral intravenous administration of cisatracurium besylate in critically ill patients,” BMJ Case Reports, vol. 2016, Article ID 216448, 3 pages, 2016. View at Publisher · View at Google Scholar · View at Scopus
  12. L. A. Mermel, M. Allon, E. Bouza et al., “Clinical practice guidelines for the diagnosis and management of intravascular catheter-related infection: 2009 update by the infectious diseases society of America,” Clinical Infectious Diseases, vol. 49, no. 1, pp. 1–45, 2009. View at Publisher · View at Google Scholar · View at Scopus
  13. B. S. Niël-Weise, T. Stijnen, and P. J. Van Den Broek, “Should in-line filters be used in peripheral intravenous catheters to prevent infusion-related phlebitis? a systematic review of randomized controlled trials,” Anesthesia & Analgesia, vol. 110, no. 6, pp. 1624–1629, 2010. View at Publisher · View at Google Scholar · View at Scopus
  14. Folkehelseinstituttet (FHI), “Infections in Norway – public health report 2014 Infeksjoner i Norge Folkehelserapporten 2014,” http://www.fhi.no/artikler/?id=110547.
  15. M. Aoyama, Y. Tamura, Y. Ishikawa, M. Yada, and M. Miyawaki, “Confidence- weighted testing: a descriptive study of Japanese nursing students,” Nursing and Health Sciences, vol. 15, pp. 504–509, 2013. View at Google Scholar
  16. H. Sowerby, “Perceptions on the Efficacy of Simulation,” Open Journal of Nursing, vol. 5, no. 12, pp. 1123–1132, 2015. View at Publisher · View at Google Scholar
  17. M. Aebersold, D. Tschannen, and M. Bathish, “Innovative simulation strategies in education,” Nursing Research and Practice, vol. 2012, pp. 1–7, 2012. View at Publisher · View at Google Scholar
  18. C. Haraldseid, F. Friberg, and K. Aase, “Nursing students' perceptions of factors influencing their learning environment in a clinical skills laboratory: a qualitative study,” Nurse Education Today, vol. 35, no. 9, pp. e1–e6, 2015. View at Publisher · View at Google Scholar · View at Scopus
  19. P. P. S. Cappelen Damm, “[Practical skills in nursing] Praktiske prosedyrer i Sykepleien, 2014,” https://www.cappelendammundervisning.no/undervisning/pps/no/index.action.
  20. B. Bisholt, U. Ohlsson, A. K. Engström, A. S. Johansson, and M. Gustafsson, “Nursing students' assessment of the learning environment in different clinical settings,” Nurse Education in Practice, vol. 14, no. 3, pp. 304–310, 2014. View at Publisher · View at Google Scholar · View at Scopus
  21. M. S. D’Souza, R. Venkatesaperumal, J. Radhakrishnan, and S. Balachandran, “Engagement in clinical learning environment among nursing students: role of nurse educators,” Open Journal of Nursing, vol. 3, pp. 25–32, 2013. View at Publisher · View at Google Scholar
  22. A. Lyberg, K. E. Amsrud, and E. Severinsson, “Evaluation nursing students’ views of improved competence development after clinical supervision: an educative approach to the who patient safety model,” Open Journal of Nursing, vol. 5, no. 8, pp. 725–734, 2015. View at Publisher · View at Google Scholar
  23. K. Midgley, “Pre-registration student nurses perception of the hospital-learning environment during clinical placements,” Nurse Education Today , vol. 26, no. 4, pp. 338–345, 2006. View at Publisher · View at Google Scholar · View at Scopus
  24. Y. Matchim and W. Kongsuwan, “Thai nursing students' experiences when attending real life situations involving cardiac life support: a Phenomenological study,” Nurse Education Today, vol. 35, no. 12, pp. 1186–1191, 2015. View at Publisher · View at Google Scholar · View at Scopus
  25. L. Vygotsky, Mind in society, Harvard University Press, London, UK, 1978.
  26. M. P. Clynes and S. E. C. Raftery, “Feedback: an essential element of student learning in clinical practice,” Nurse Education in Practice, vol. 8, no. 6, pp. 405–411, 2008. View at Publisher · View at Google Scholar · View at Scopus
  27. S. McInnes, K. Peters, J. Hardy, and E. Halcomb, “Clinical placements in Australian general practice: (Part 1) the experiences of pre-registration nursing students,” Nurse Education in Practice, vol. 15, no. 6, pp. 437–442, 2015. View at Publisher · View at Google Scholar · View at Scopus
  28. D. Wood, J. S. Bruner, and G. Ross, “The role of tutoring in problem solving,” Journal of Child Psychology and Psychiatry and Allied Disciplines, vol. 17, no. 2, pp. 89–100, 1976. View at Publisher · View at Google Scholar
  29. P. Benner, From Novice to Expert. Excellence and Power in Clinical Nursing Practice, Addison-Wesley Publishing Company, Calif, USA, 1984.
  30. C. E. Houghton, D. Casey, D. Shaw, and K. Murphy, “Students' experiences of implementing clinical skills in the real world of practice,” Journal of Clinical Nursing, vol. 22, no. 13-14, pp. 1961–1969, 2012. View at Publisher · View at Google Scholar · View at Scopus
  31. L. A. McWilliams and A. Malecha, “Comparing intravenous insertion instructional methods with haptic simulators,” Nursing Research and Practice, vol. 2017, Article ID 4685157, 11 pages, 2017. View at Publisher · View at Google Scholar
  32. C. A. Mundy, “Innovative teaching strategies: educating student nurses on vascular access management,” JAVA - Journal of the Association for Vascular Access, vol. 12, no. 4, pp. 232–236, 2007. View at Publisher · View at Google Scholar · View at Scopus
  33. A. C. Reinhardt, I. L. Mullins, C. De Blieck, and P. Schultz, “IV insertion simulation: confidence, skill, and performance,” Clinical Simulation in Nursing, vol. 8, no. 5, pp. e157–e167, 2012. View at Publisher · View at Google Scholar · View at Scopus
  34. M. J. Pérez-Granda, M. Guembe, C. Rincón, P. Muñoz, and E. Bouza, “Effectiveness of a training program in compliance with recommendations for venous lines care,” BMC Infectious Diseases, vol. 15, no. 1, article no. 296, 2015. View at Publisher · View at Google Scholar · View at Scopus
  35. D. Nicholls, L. Sweet, A. Muller, and J. Hyett, “Teaching psychomotor skills in the twenty-first century: revisiting and reviewing instructional approaches through the lens of contemporary literature,” Medical Teacher, vol. 38, no. 10, pp. 1056–1063, 2016. View at Publisher · View at Google Scholar · View at Scopus
  36. M. Ravik, A. Havnes, and I. T. Bjørk, “Defining and comparing learning actions in two simulation modalities: students training on a latex arm and each other's arms,” Journal of Clinical Nursing, 2017. View at Publisher · View at Google Scholar · View at Scopus
  37. D. Goodrick, “Comparative case studies, methodological briefs: impact evaluation 9,” UNICEF Office of Research, 2014. View at Google Scholar
  38. M. Q. Patton, Qualitative Research and Evaluation Methods, third edition, Sage, Thousand Oaks, Calif, USA, 2002.
  39. J. Reichertz, “The logic of discovery of grounded theory,” in The Sage Handbook of Grounded Theory, A. Bryant and K. Charmaz, Eds., Sage Publications, London, UK, 2007. View at Publisher · View at Google Scholar
  40. Kunnskapsdepartementet., “[National Curriculum for Nursing Education] Rammeplan forsykepleierutdanning. Oslo: Departementet, 2008,” https://www.regjeringen.no/globalassets/upload/kd/vedlegg/uh/rammeplaner/helse/rammeplan_sykepleierutdanning_08.pdf.
  41. S. Kvale and S. Brinkmann, Interviews: Learning the Craft of Qualitative Interviewing, Sage, London, UK, 2009.
  42. S. J. Derry, R. D. Pea, B. Barron et al., “Conducting video research in the learning sciences: guidance on selection, analysis, technology, and ethics,” Journal of the Learning Sciences, vol. 19, no. 1, pp. 3–53, 2010. View at Publisher · View at Google Scholar · View at Scopus
  43. A. Dihle, G. Bjølseth, and S. Helseth, “The gap between saying and doing in postoperative pain management,” Journal of Clinical Nursing, vol. 15, no. 4, pp. 469–479, 2006. View at Publisher · View at Google Scholar · View at Scopus
  44. O. Vesterinen, A. Toom, and S. Patrikainen, “The stimulated recall method and ICTs in research on the reasoning teachers,” International Journal of Research & Method in Education, vol. 33, no. 2, pp. 183–197, 2010. View at Google Scholar
  45. “World Medical Association, WMA Declaration of Helsinki - Ethical Principles for Medical Research Involving Human Subjects, 2013,” https://www.wma.net/wp-content/uploads/2016/11/DoH-Oct2013-JAMA.pdf.
  46. M. Sanjari, F. Bahramnezhad, F. K. Fomani, M. Shoghi, and M. Ali Cheraghi, “Ethical challenges of researchers in qualitaive studies: the necessiy to develop a specific guideline,” Journal of Medical Ethics and History of Medicine, pp. 7–14, 2014. View at Google Scholar · View at Scopus
  47. K. Malterud, “Systematic text condensation: a strategy for qualitative analysis,” Scandinavian Journal of Public Health, vol. 40, no. 8, pp. 795–805, 2012. View at Publisher · View at Google Scholar · View at Scopus
  48. M. G. Fakih, K. Jones, J. E. Rey et al., “Peripheral venous catheter care in the emergency department: education and feedback lead to marked improvements,” American Journal of Infection Control, vol. 41, no. 6, pp. 531–536, 2013. View at Publisher · View at Google Scholar · View at Scopus
  49. G. Dall'Alba and J. Sandberg, “Unveiling professional development: a critical review of stage models,” Review of Educational Research, vol. 76, no. 3, pp. 383–412, 2006. View at Publisher · View at Google Scholar · View at Scopus
  50. A. Bandura, “Self-efficacy mechanism in human agency,” American Psychologist, vol. 37, no. 2, pp. 122–147, 1982. View at Publisher · View at Google Scholar · View at Scopus
  51. L. A. Killam and C. Heerschap, “Challenges to student learning in the clinical setting: a qualitative descriptive study,” Nurse Education Today , vol. 33, no. 6, pp. 684–691, 2013. View at Publisher · View at Google Scholar · View at Scopus
  52. S. H. Woolf, R. Grol, A. Hutchinson, M. Eccles, and J. Grimshaw, “Clinical guidelines. Potential benefits, limitations, and harms of clinical guidelines,” British Medical Journal, vol. 318, no. 7182, pp. 527–530, 1999. View at Publisher · View at Google Scholar · View at Scopus
  53. F. Marton, “Sameness and difference in transfer,” Journal of the Learning Sciences, vol. 15, no. 4, pp. 499–535, 2006. View at Publisher · View at Google Scholar · View at Scopus
  54. C. Fitzgerald, I. Kantrowitz-Gordon, J. Katz, and A. Hirsch, “Advanced practice nursing education: challenges and strategies,” Nursing Research and Practice, vol. 2012, Article ID 854918, 8 pages, 2012. View at Publisher · View at Google Scholar
  55. M. Svejda, J. Goldberg, M. Belden, K. Potempa, and M. Calarco, “Building the clinical bridge to advance education, research, and practice excellence,” Nursing Research and Practice, vol. 2012, Article ID 826061, 10 pages, 2012. View at Publisher · View at Google Scholar
  56. N. Katajavuori, S. Lindblom-Ylänne, and J. Hirvonen, “The significance of practical training in linking theoretical studies with practice,” Higher Education, vol. 51, no. 3, pp. 439–464, 2006. View at Publisher · View at Google Scholar · View at Scopus
  57. D. Sanders and D. S. Welk, “Strategies to scaffold student learning: Applying Vygotsky’s zone of proximal development,” Nurse Educator, vol. 30, no. 5, pp. 203–207, 2005. View at Publisher · View at Google Scholar
  58. V. Emanuel and M. Pryce-Miller, “Creating supportive environments for students,” Nursing Times, vol. 109, no. 37, pp. 18–20, 2013. View at Google Scholar · View at Scopus
  59. J. Hattie and H. Timperley, “The power of feedback,” Review of Educational Research, vol. 77, no. 1, pp. 81–112, 2007. View at Publisher · View at Google Scholar · View at Scopus
  60. P. J. Carr, J. C. R. Rippey, M. L. Cooke et al., “Development of a clinical prediction rule to improve peripheral intravenous cannulae first attempt success in the emergency department and reduce post insertion failure rates: the vascular access decisions in the emergency room (VADER) study protocol,” BMJ Open, vol. 6, no. 2, Article ID e009196, 2016. View at Publisher · View at Google Scholar · View at Scopus
  61. R. Rushmer and H. T. O. Davies, “Unlearning in health care,” Quality & Safety in Health Care, vol. 13, no. 2, pp. 10–15, 2004. View at Publisher · View at Google Scholar
  62. J. Hattie, “The applicability of Visible Learning to higher education,” Scholarship of Teaching and Learning in Psychology, vol. 1, no. 1, pp. 79–91, 2015. View at Publisher · View at Google Scholar