Effect of rapid cycle deliberate practice in peripheral intravenous catheters insertion training: A simulation experimental study

• Published in: Nurse education in practice 2023-08, Vol.71, p.103734-103734, Article 103734
• Main Authors: de Souza, Lucimar Casimiro, Campos, Juliana Faria, de Oliveira, Hudson Carmo, de Azevedo Vianna, Carla, de Bakker, Gabriela Barcellos, Machado, Debora Mazioli, Brandão, Marcos Antônio Gomes, da Silva, Rafael Celestino
• Format: Article
• Language: English
• Subjects: Catheterization; Catheters; Clinical medicine; Clinical training; Control Groups; Data collection; Educational Environment; Feedback; Intervention; Nurses; Nursing; Nursing Education; Nursing Team; Patient safety; Peripheral catheterization; Peripheral intravenous catheter insertion; Peripheral vascular access; Professional training; Rapid Cycle Deliberate Practice; Simulation; Simulation Training; Skill development; Skills; Teaching Methods; Tests; Vascular access devices; Venous access
• ISSN: 1471-5953; 1873-5223
• DOI: 10.1016/j.nepr.2023.103734

to compare the effect of rapid cycle deliberate practice simulation training with skill-training simulation on peripheral intravenous catheter insertion for Licensed Practical Nurses. The use of peripheral intravenous catheters is associated with high rates of complications, although it is widely used in clinical practice. Training strategies to ensure good performance can minimize the risks inherent to this procedure. A randomized simulation experimental pre-post interventional study. Sixty participants were allocated to intervention (n = 30) or control (n = 30) groups. Participants allocated to the intervention group were trained through the Rapid cycle deliberate practice simulation strategy, while participants in the control group were trained through the skill-training simulation strategy. A pre-test was applied before any intervention and a post-test after intervention. The primary outcome was the performance in the peripheral intravenous catheter insertion skill. The comparison of correct performance in the tests was analyzed intergroup and intragroup. The effect size of the interventions was also analyzed. The t-Student and Mann-Whitney tests compared the difference between the groups. The training effect was calculated by Cohen's dm and Glass's Δ measures. Performance between the pre-post-test increased from 59.4% to 96% (p