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Hart C, Weathers E. Near-infrared technology for improved PIVC placement: a clinical technology implementation model. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2024; 33:S10-S17. [PMID: 38578938 DOI: 10.12968/bjon.2024.33.7.s10] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/07/2024]
Abstract
AIMS To share lessons learned from an evidence-based practice (EBP) initiative that implemented near-infrared (NIR) technology in a large US hospital system. A Clinical Technology Implementation Model (CTIM©) that can be adapted for use in other health institutions is presented. BACKGROUND EBP implementation, including the adoption of new cutting-edge technologies, is crucial to improving patient care. Yet there are significant delays in changes to clinical practice, often due to organisational challenges that stifle the implementation process. The evidence-practice gap is increasingly evident in peripheral intravenous access (PIV). Implementation science offers new insights into the challenges of updating clinical practice, which can support EBP implementation. EVALUATION Recent literature on implementation science, change theory, PIV access, NIR technology, and patient outcomes were reviewed. A model that can help nurse managers implement technology that aligns with EBP is presented, drawing on experience from the adoption of NIR vein visualisation to enhance PIV access in a large US hospital system. KEY ISSUE A pervasive hesitancy in healthcare to embrace technology, coupled with the challenges of implementing a change to practice, has led to limited application of EBP PIV access guidelines and a stagnant standard of care. CONCLUSION This article provides nurse managers with the tools necessary to successfully implement EBP, drawing on the experience from implementing NIR in a large US hospital. Nurse managers are uniquely positioned to lead the way in embracing technology to improve care and reduce the evidence-practice gap.
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Affiliation(s)
- Charlotte Hart
- Registered Nurse, DIVA Team, Trinity Health Ann Arbor, Ann Arbor, Michigan, USA, and at the time of writing was a Registered Nurse at Swedish Medical Center First Hill Campus, Marysville, Washington, USA
| | - Elizabeth Weathers
- Associate Professor in General Nursing, University College Dublin, Ireland, and former Director of Medical and Clinical Affairs, AccuVein Inc, USA
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Kimura R, Matsunaga M, Barroga E, Hayashi N. Asynchronous e-learning with technology-enabled and enhanced training for continuing education of nurses: a scoping review. BMC MEDICAL EDUCATION 2023; 23:505. [PMID: 37442970 DOI: 10.1186/s12909-023-04477-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Accepted: 06/26/2023] [Indexed: 07/15/2023]
Abstract
BACKGROUND Asynchronous e-learning has become the mainstream choice since the transformation of learning formats by the coronavirus disease-19 pandemic. This scoping review aimed to examine the technologies used in asynchronous e-learning for the continuing education of clinical nurses and their modes of delivery and effectiveness. METHODS This scoping review covered the period between 2011 and 2023. Six databases were searched for relevant studies following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews (PRISMA-ScR) protocol. RESULTS Sixty articles met the inclusion criteria. There was a noticeable trend toward using diverse technology-enabled and enhanced training (TEET) options after 2017. The enabling technological approaches, such as interactive online modules (25 articles) and video modules (25 articles), are described in the articles. The most commonly used enhancing technologies were scenario-based learning (nine articles), resource access (eight articles), computer simulation or virtual reality (three articles), and gamification (three articles). Among the outcomes, knowledge acquisition was the most commonly examined outcome (41 articles). CONCLUSIONS Notably, many interactive TEET modules were used in asynchronous e-learning. There were few studies on gamification, computer simulation or virtual reality, and scenario-based learning (techniques to enhance intrinsic motivation further). However, the adoption of asynchronous e-learning with advanced TEET options is anticipated to increase in the future. Therefore, objective outcome measures are required to determine the effects of such learning methods on knowledge acquisition and behavioral changes.
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Affiliation(s)
- Rika Kimura
- Department of Adult Health Nursing, Graduate School of Nursing Science, St. Luke's International University, 10-1 Akashi-Cho, Chuo-Ku, Tokyo, 104-0044, Japan.
| | - Mayumi Matsunaga
- Department of Nursing, Faculty of Human Sciences, Sophia University, Tokyo, Japan
| | - Edward Barroga
- Department of Medical Education, Showa University School of Medicine, Tokyo, Japan
| | - Naoko Hayashi
- Graduate School of Nursing Science, St. Luke's International University, Tokyo, Japan
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Jacobs L. Peripheral Intravenous Catheter Insertion Competence and Confidence in Medical/Surgical Nurses. JOURNAL OF INFUSION NURSING 2022; 45:306-319. [PMID: 36322948 DOI: 10.1097/nan.0000000000000487] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
The objective of this study was to implement an evidence-based practice project to improve peripheral intravenous catheter (PIVC) insertion confidence and competence and to improve first-attempt success. The researcher used a blended online learning module and live simulation to increase PIVC insertion confidence and competence. Internal application of a blended curriculum model improved the first-attempt PIVC insertion success of nurses. A validated confidence assessment was completed by participants (n = 38) preintervention, immediately postintervention, and 30 days postintervention. A Mann-Whitney U test determined that nurses' confidence was significantly higher immediately following the intervention compared with preintervention (P = .003), and the increase was sustained 30 days after the intervention (P < .001). While placing a PIVC in simulation, the observer measured competence using a validated tool verifying 28 steps required, with a 76% success rate for all 28 steps. Nurses' self-reported first-attempt PIVC success increased significantly from the preintervention survey to the 30-day postintervention survey (P = .00004).
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Affiliation(s)
- Lisa Jacobs
- School of Nursing, Bowling Green State University, Bowling Green, Ohio
- Lisa Jacobs, DNP, MSN, RN, NEA-BC, CNE® , is an assistant professor of nursing in the BSN program at Bowling Green State University. Lisa has more than 2 decades of nursing experience in medicine/surgery, infusion therapy, critical care, case management, accreditation, and nursing education. She earned her BSN and MSN from the University of Detroit Mercy (Detroit, MI) and her DNP from Mount St. Joseph University (Delhi, OH). She is certified as a nurse executive advanced and is a certified nurse educator. During the time of this study, she was employed as an evidence-based practice specialist and nursing resident educator for a large health system in the midwestern United States. She is one of the first 50 nurses to become an evidence-based practice certificate holder from the Ohio State University Fuld Institute (Columbus, OH). She continues to support evidence-based practice by serving as a portfolio reviewer
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Marchionni C, Connolly M, Gauthier M, Lavoie-Tremblay M. Innovative approaches to teaching vascular access to nursing students in the COVID-19 era. ACTA ACUST UNITED AC 2021; 30:S34-S41. [PMID: 34288748 DOI: 10.12968/bjon.2021.30.14.s34] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
PURPOSE For the student nurse, peripheral venous cannulation is one of the most stressful skills to be learned. Although some healthcare employers/establishments offer courses on vascular access and infusion nursing as part of their onboarding programs, ultimately educational institutions should share the responsibility to ensure that graduating nurses can provide safe infusion therapies. METHODS An innovative vascular access and infusion nursing (VAIN) curriculum was created and mapped onto the entry to practice undergraduate nursing program at McGill University in Montréal, Québec, Canada. This presented an opportunity to implement new teaching approaches. RESULTS Students experienced multiple new teaching approaches including multimedia and experiential learning and live simulation to ensure acquisition of knowledge and psychomotor skills. The teaching approaches had to be rapidly modified with the advent of the COVID-19 pandemic. CONCLUSIONS The VAIN curriculum emphasizes simulation and directed practice, seeking to increase competence, confidence, and knowledge. The pandemic underscored the need for flexibility and creativity in content delivery.
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Implementation of a Supervised Focused Infusion Therapy Clinical Experience and Its Impact on Confidence and Competence. JOURNAL OF INFUSION NURSING 2021; 44:216-223. [PMID: 34197351 DOI: 10.1097/nan.0000000000000429] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Infusion therapy is a challenging skill set, yet nursing students are expected to implement these skills in the practice environment with minimal hands-on experience. This study aimed to determine whether implementation of a supervised, focused infusion therapy clinical resulted in competence and increased confidence of undergraduate nursing students when performing infusion therapy, as well as to evaluate student perceptions of the best instructional method. The study took place in February 2020 after 5 weeks of comprehensive instruction. Participants reported increased confidence (P < .005) and competence (66%) in infusion therapy following the focused clinical experience. Findings suggest that a focused clinical can facilitate confidence and competence in nursing students related to infusion therapy.
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Vascular Access Device Care and Management: A Comprehensive Organizational Approach. JOURNAL OF INFUSION NURSING 2021; 43:246-254. [PMID: 32881811 DOI: 10.1097/nan.0000000000000385] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
The Infusion Nurses Society asserts that a comprehensive organizational approach to vascular access device (VAD) care and management is imperative to ensure safe and efficacious patient care. It is essential that each organization (1) develops policies and procedures to align VAD care and management with recognized standards of practice; (2) integrates unique aspects of organization-selected VAD care products into policies and procedures and establishes expectations for adherence to these organizational directives; (3) develops a framework for gathering and analyzing clinical data related to patient outcomes for VAD care and management; (4) utilizes quality outcome data to facilitate evidence-based best practices within the organization; and (5) evaluates and facilitates educational programming to validate clinician competency.
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Massey D, Craswell A, Ray-Barruel G, Ullman A, Marsh N, Wallis M, Cooke M. Undergraduate nursing students' perceptions of the current content and pedagogical approaches used in PIVC education. A qualitative, descriptive study. NURSE EDUCATION TODAY 2020; 94:104577. [PMID: 32947210 DOI: 10.1016/j.nedt.2020.104577] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2020] [Revised: 07/21/2020] [Accepted: 08/17/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND The peripheral intravenous catheter (PIVC) is the most frequently used invasive medical device. PIVCs fail for a variety of reasons and failure often results in serious adverse events leading to patient discomfort, delays in treatment, increased health care costs and even death. Undergraduate nurses assess and manage PIVCs as part of their clinical learning. To date, no study has explored undergraduate nurses' perceptions of the education they receive about PIVCs. AIM We sought to critically explore the current state of education regarding PIVCs from the perspectives of undergraduate nurses. METHODS This qualitative study involved semi-structured interviews with third-year undergraduate nurses. Data were collected across two sites in Queensland, Australia. Fourteen face-to-face interviews were conducted and a modified 5-step qualitative content analysis was used to analyze the data. FINDINGS We identified three key domains relating to participants' experiences of PIVC education: 1) Universities provide foundational knowledge about PIVC assessment, management and removal; 2) Clinical practice consolidates and drives undergraduate nurses' knowledge, skills and confidence about PIVCs; and 3) inconsistencies in clinical practice and between individual clinicians impedes learning and knowledge translation about PIVCs. CONCLUSION Nursing students benefit from theoretical content delivered in the university setting. Practical application of theory and skill development whilst on clinical placement is variable. The current undergraduate curriculum, related to management of patients with a PIVC, is disjointed and inconsistent and this inconsistency may negatively impact patient safety.
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Affiliation(s)
- Debbie Massey
- School of Health and Social Sciences, Gold Coast Campus, Southern Cross University, Bilinga, Queensland 4225, Australia.
| | - Alison Craswell
- School of Nursing, Midwifery and Paramedicine, 90 Sippy Downs Drive, Sippy Downs, Queensland 4556, Australia
| | - Gillian Ray-Barruel
- QEII Jubilee Hospital, Alliance for Vascular Access, Teaching and Research, Menzies Health Institute Queensland, Griffith University, Kessels Rd, Nathan, Australia
| | - Amanda Ullman
- Alliance for Vascular Access Teaching and Research, Menzies Health Institute Queensland, Griffith University, Kessels Rd, Nathan, Queensland, Australia
| | - Nicole Marsh
- Nursing and Midwifery Research Centre, Royal Brisbane and Women's Hospital, Butterfield St, Herston, Queensland, Australia; Alliance for Vascular Access Teaching and Research, Menzies Health Institute Queensland, Griffith University, Kessels Rd, Nathan, Queensland, Australia; School of Nursing and Midwifery, Griffith University, Kessels Rd, Nathan, Queensland, Australia; School of Nursing, Queensland University of Technology, Victoria Park Rd, Kelvin Grove, Queensland, Australia
| | - Marianne Wallis
- School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, 90 Sippy Downs Drive, Sippy Downs, Queensland 4556, Australia; Alliance for Vascular Access Teaching and Research, Menzies Health Institute Queensland, Griffith University, Kessels Rd, Nathan, Queensland, Australia
| | - Marie Cooke
- Alliance for Vascular Access Teaching and Research, Menzies Health Institute Queensland, Griffith University, Kessels Rd, Nathan, Queensland, Australia; School of Nursing and Midwifery, Griffith University, Kessels Rd, Nathan, Queensland, Australia
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Implementation of a Vascular Access Experience Program to Train Unit-Based Vascular Access Champions. JOURNAL OF INFUSION NURSING 2020; 43:193-199. [DOI: 10.1097/nan.0000000000000373] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Peripheral Venipuncture Education Strategies for Nursing Students: An Integrative Literature Review. JOURNAL OF INFUSION NURSING 2020; 43:24-32. [PMID: 31876771 DOI: 10.1097/nan.0000000000000351] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
This integrative literature review identified strategies to teach peripheral venipuncture to nursing students. The following databases were searched for primary studies: Biblioteca Virtual em Saúde (BVS), PubMed, Web of Science, Education Resources Information Center (ERIC), SCOPUS, and Cumulative Index to Nursing and Allied Health Literature (CINAHL). The final sample was composed of 24 studies. The literature ranged from descriptive studies to controlled clinical trials and methodologic studies to construct products/instruments for teaching peripheral venipuncture. The most frequently identified teaching strategies were theoretical contents taught via theoretical lecture, e-learning courses, video lessons, and demonstration by specialists combined with practical exercises using a mannequin, human arms, and/or haptic devices. Despite the different methods used currently, the best patient outcomes were achieved when the student received the theoretical content in an educational setting before the practical training on a mannequin and/or a virtual simulator.
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Garner SL, Prater LS, Raj L, Leena GV, Anitha AJ. Effectiveness of Peripheral Intravenous Skill Continuing Education Using Low-Fidelity Simulation Among Nurses in India. J Contin Educ Nurs 2018; 49:255-261. [DOI: 10.3928/00220124-20180517-05] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2017] [Accepted: 02/21/2018] [Indexed: 11/20/2022]
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