Search

Nursing education relies on nurses to supervise students in practical skill learning during their clinical placement periods, yet literature is sparse regarding what this supervision actually entails. The study aimed to explore the learning actions that characterised nurses' and students' interaction during supervision of peripheral vein cannulation attempts on patients in hospital, and how these learning actions influenced the students' practise. In this study, 38 video-recorded attempts of the practical skill peripheral vein cannulation conducted of nine nursing students were analysed. Of the 38 attempts, 10 were successful. In successful and failed attempts both, students and nurses primarily engaged in learning actions that informed, reminded, or corrected the students; students and nurses rarely engaged in learning actions characterised by reflection and discussion. A surface approach to learning was insufficient for most students to successfully insert a vein cannula during their clinical placement.

Nursing education relies on nurses to supervise students in practical skill learning during their clinical placement periods, yet literature is sparse regarding what this supervision actually entails. The study aimed to explore the learning actions that characterised nurses' and students' interaction during supervision of peripheral vein cannulation attempts on patients in hospital, and how these learning actions influenced the students' practise. In this study, 38 video-recorded attempts of the practical skill peripheral vein cannulation conducted of nine nursing students were analysed. Of the 38 attempts, 10 were successful. In successful and failed attempts both, students and nurses primarily engaged in learning actions that informed, reminded, or corrected the students; students and nurses rarely engaged in learning actions characterised by reflection and discussion. A surface approach to learning was insufficient for most students to successfully insert a vein cannula during their clinical placement. [ABSTRACT FROM AUTHOR]

Background: Many newly qualified nurses lack competence in practical nursing skills. Peripheral vein cannulation is particularly challenging to learn and perform. Simulation-based skill learning is often developed from the reproduction and memorizing of knowledge and guidelines. Learning peripheral vein cannulation associated with successful placement requires a deeper and more comprehensive approach to learning. It should be questioned whether nursing educational institutions construct satisfactory relationships between learning goals, learning activities and assessment methods in student learning of peripheral vein cannulation. Framework: Marton and Säljö's ways of knowing, a surface and a deep approach to learning, can be used during simulation-based learning of peripheral vein cannulation to guide development and competence in this practical nursing skill. Aim: The aim of this theoretical article was to provide knowledge and understanding of two approaches to simulation-based skill learning, a surface and a deep approach, and how these can enhance teaching and learning of peripheral vein cannulation. Conclusion: Nursing students' learning and development of peripheral vein cannulation influence nurse teachers' choice of methodology. Simulation-based skill learning could be improved by introducing the theory of surface and deep learning to guide nurse teachers towards successful teaching approaches and outcomes. [ABSTRACT FROM AUTHOR]