scholarly journals The Development of an Intramuscular Injection Simulation for Nursing Students

Cureus ◽  
2020 ◽  
Author(s):  
Julia Micallef ◽  
Artur Arutiunian ◽  
Adam Dubrowski
Keyword(s):  
Nursing Students ◽  
Intramuscular Injection ◽  
Injection Simulation

The effectiveness of scenario-based learning to develop patient safety behavior in first year nursing students

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Derya Uzelli Yilmaz ◽  
Esra Akin Palandoken ◽  
Burcu Ceylan ◽  
Ayşe Akbiyik
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Intramuscular Injection ◽  
Skills Training ◽  
First Year ◽  
Safety Skills ◽  
Safety Behavior ◽  
Significant Difference ◽  
Academic Year ◽  
Nursing Course

AbstractThe aim of this study was to examine the effect of scenario-based learning (SBL) compared to traditional demonstration method on the development of patient safety behavior in first year nursing students. During the 2016–2017 academic year, the Fundamentals of Nursing course curriculum contained the teaching of demonstration method (n=168). In the academic year 2017–2018 was performed with SBL method in the same context (n=183). Objective Structured Clinical Examination (OSCE) that assesses the same three skills was implemented in both academic terms to provide standardization so that students could evaluated in terms of patient safety competency. It was found that students’ performance of some of the steps assessed were not consistently between the demonstration and SBL methods across the three skills. There was a statistically significant difference between demonstration method and SBL method for students’ performing the skill steps related to patient safety in intramuscular injection (p<0.05) Our results suggest that the integration of SBL into the nursing skills training may be used as a method of teaching in order to the development of patient safety skills.

scholarly journals Video versus Traditional Teaching Strategy for Enhancing Intramuscular Injection Skills among College of Nursing Students in Kuwait: A Comparative Study

2021 ◽  
Vol 6 (3) ◽  
pp. 66-88
Author(s):  
Abeer William ◽  
Victoria Vidal ◽  
Helalia Moham
Keyword(s):  
Nursing Students ◽  
Intramuscular Injection ◽  
Demographic Data ◽  
Theory And Practice ◽  
Control Group ◽  
P Value ◽  
Unique Contribution ◽  
Pertinent Data ◽  
And Control ◽  
Experimental Group

Purpose: The study aims to assess the performance and compare the effectiveness of intramuscular injection skills of nursing students utilizing two different teaching strategies –traditional (with the use of performance checklist only) versus video (together with the performance checklist). Methodology: A quasi-experimental research design was used. The sample was divided into two groups - control group, 28 female nursing students and experimental group, 27 male nursing students. Socio-demographic data sheet and an observational checklist were used to collect pertinent data.. Analysis was performed using descriptive statistics and analytical tests, such as the independent t-test between the experimental and control group, regarding the preparation and injection of medication. P value of < 0.05 was considered to be significant.   Findings:  Most of the experimental and control group subjects are non-Kuwaitis. In medication preparation, the experimental group showed higher scores in the following steps: mixing solution; withdrawing prescribed amount of medication. The control group, on the other hand, scored higher in the following steps: removing needle cap, withdrawing into syringe amount of air equal to volume of medication to be withdrawn; carefully inserting needle into upright vial; and withdrawing prescribed amount of medication. In medication administration, the control group obtained higher scores in putting on clean gloves and applying gentle pressure at the site. The experimental group had higher score only in putting on clean gloves. A highly significant positive correlation was found between medication preparation and injection of medication and socio-demographic parameters of age and nationality (p= 0.008, p= 0.007) respectively.  There is no statistically significant correlation detected between control and experimental group in relation to injection of the medication.  Unique Contribution to Theory and Practice: The results of this study indicated that while traditional and video-assisted teaching are equally effective, there is no substitute for clinical demonstration.

scholarly journals Assessment of the effect of mobile-assisted education regarding intramuscular injection by using the Instagram app

2020 ◽  
Author(s):  
Ayşe Kacaroğlu Vicdan
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Intramuscular Injection ◽  
Simple Random Sampling ◽  
Classroom Teaching ◽  
Rank Test ◽  
Knowledge And Skills ◽  
Significant Difference ◽  
Signed Rank Test ◽  
The Mean

Background & Aim: The nursing profession should include information technology into nursing education curriculums to provide the necessary knowledge and skills. This study was done to evaluate the effect of mobile-assisted education regarding intramuscular injection on the ventrogluteal site by using the Instagram application and to nursing students. Methods & Materials: The study was designed experimental randomized controlled. Students participating in the study were divided into the Instagram app (n=69) and classroom teaching (n=69) groups by using simple random sampling. Mobile-assisted teaching methods trained the students in the Instagram app group by using Instagram. The students in the classroom teaching group were trained in the classroom. The data of the study was collected by Student Demographic Form, Knowledge Evaluation Form, and Skill Checklist. The Wilcoxon Signed-Rank Test evaluated the mean scores of the dependent groups, and the Mann-Whitney U test evaluated the mean scores of the independent groups Results: While it was not found any statistically significant difference between two groups regarding the knowledge mean scores of the students in the Instagram app and classroom teaching groups immediately after and 15 days (p=0.445; p=0.111). The comparison of mean scores of skills of the students between the two groups was not revealed a statistically significant difference in the phase of preparation for IM injection (p=0.460), the phase of application (p=0.711), the ending phase of IM injection (p=0.581) and total mean scores of skill checklist (p=0.379). Conclusion: The results of the present study indicate that mobile assisted teaching by using the Instagram application was found to be as effective as classroom teaching for evaluating the knowledge and skills of nursing students.

scholarly journals ADEQUACY OF NURSING STUDENTS' KNOWLEDGE AND SKILLs ABOUT INTRAMUSCULAR INJECTION

2016 ◽  
Vol 3 (2) ◽  
pp. 13-23
Author(s):  
Safaa El-Demerdash ◽  
Entsar Mohamed ◽  
Amal Taha
Keyword(s):  
Nursing Students ◽  
Intramuscular Injection ◽  
Knowledge And Skills

scholarly journals Effectiveness of Peyton’s four-step approach on nursing students’ performance in skill-lab training

2018 ◽  
Vol 9 (5) ◽  
pp. 1 ◽  
Author(s):  
Shaimaa Ahmed Awad ◽  
Madiha Hassan Nabih Mohamed
Keyword(s):  
Nursing Students ◽  
Traditional Method ◽  
Intramuscular Injection ◽  
Intervention Group ◽  
Arterial Puncture ◽  
Control Group ◽  
Practical Skills ◽  
Group I ◽  
Fourth Level ◽  
Approach Group

Objective: Conveying technical skills to students requires certain techniques and approaches. Peyton’s four-step approach is a model that is becoming increasingly prevalent in medical education. This study was carried out to investigate the effectiveness of Peyton’s four-step approach on nursing students’ outcome in skill-lab training.Methods: The current study was conducted at Faculty of Nursing, Mansoura University. A total of 80 students completed the study. The subjects were divided into two groups: Group (I) the intervention group composed of 40 students; 20 students from first level and 20 students from fourth level who received Peyton’s four-step approach. Group (II) included 40 students considered as a control group composed of 20 students from first level and 20 students from fourth level who received the traditional method of lab training in our faculty. Two procedures were selected to be taught to the students; Intramuscular injection for first level students and arterial puncture for fourth level students.Results: The studied groups significantly exceeded the control group in performance scoring in both intramuscular injection and arterial puncture procedures. The results of the current study also revealed that fourth level students show more acceptances and learning through Peyton’s four-step approach than those of first level students.Conclusions: In the light of the results of our study, we can emphasize that the use of Peyton's four-step approach as a model for teaching practical skills was helpful as reported by nursing students especially for fourth level students.

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