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dc.contributorUniversitat Ramon Llull. Facultat de Ciències de la Salut Blanquerna
dc.contributorGrup de recerca Global Health, Gender and Society (GHenderS)
dc.contributor.authorGarcía-Expósito, Judith
dc.contributor.authorReguant, Mercedes
dc.contributor.authorCanet Vélez, Olga
dc.contributor.authorRuiz Mata, Francisca
dc.contributor.authorTeresa, Botigué
dc.contributor.authorRoca Llobet, Judith
dc.date.accessioned2024-04-16T20:47:46Z
dc.date.available2024-04-16T20:47:46Z
dc.date.created2021-05
dc.date.issued2021-09
dc.identifier.urihttp://hdl.handle.net/20.500.14342/4045
dc.description.abstractObjectives: 1) To assess nursing students' evidence-based knowledge on the use of PVCs, and 2) to examine the perception of learning and teaching strategies aimed at this skill. Background: Insertion and care of Peripheral Venous Catheters (PVCs) are essential skills in undergraduate nursing education. Appropriate knowledge of this skill is crucial to improve clinical practice and patient safety. Therefore, training becomes an enabler for safe practice. Design: A multi-centre convergent parallel mixed-methods. Setting and participants: A total of 675 second-, third- and fourth-year nursing students from 3 nursing schools took part in the study. Methods: Quantitative data collection used a validated 15-question survey on knowledge of PVC management, and a descriptive and inferential analysis was carried out. Qualitative data were collected via a questionnaire consisting of 4 open-ended questions assessing knowledge, teaching methodologies and scenarios, and points for improvement. Results: Most participants were female (74.04%), with a mean age of 22.45 (SD = 4.65), who had no experience in the health field (61.8%). They obtained a mean knowledge score of 7.27 (SD = 2.64) out of 15. The students who obtained higher scores had a mean professional experience of 7.96, SD = 2.66 (p 0.000) and were in their f inal year, with a mean of 8.59, SD = 2.56, (p 0.000). On the other hand, the students assessed their knowledge as basic but improving year by year. They also identified a need to apply more active and experiential methodologies that would allow for reflection. Conclusion: Level of educational level and experience is associated with increased knowledge. In order to improve knowledge, changes must be made in the training process to incorporate methodologies such as simulation and online training. There is a need to develop programmes that favour the alignment of theory with clinical practice.ca
dc.format.extent8 p.ca
dc.language.isoengca
dc.publisherElsevierca
dc.relation.ispartofNurse Education Today, 2021, 107: 105157ca
dc.rights© L'autor/aca
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subject.otherInfermeria -- Ensenyamentca
dc.subject.otherInfermeria basada en l'evidènciaca
dc.subject.otherEstudiantsca
dc.subject.otherCatètersca
dc.subject.otherCateterisme intravascularca
dc.titleEvidence of learning on the insertion and care of peripheral venous catheters in nursing students: a mixed studyca
dc.typeinfo:eu-repo/semantics/articleca
dc.rights.accessLevelinfo:eu-repo/semantics/openAccess
dc.embargo.termscapca
dc.subject.udc378ca
dc.subject.udc614ca
dc.identifier.doihttps://doi.org/10.1016/j.nedt.2021.105157ca
dc.description.versioninfo:eu-repo/semantics/publishedVersionca


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