ORC ID , Bahareh Akbarzadeh2 ORC ID , Shahrzad Ghiyasvandiyan3 ORC ID , Zahra KuchakiNejad4 ORC ID , Vahid Zamanzadeh5
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ORIGINAL ARTICLE
Year : 2021  |  Volume : 10  |  Issue : 1  |  Page : 1-6

The Effects of Role Play Simulation and Demonstration on Pediatric Peripheral Venous Catheter Insertion Skill among Nursing Students: A Three Group Experimental Study

Correspondence Address:
Bahareh Akbarzadeh
Bahareh Akbarzadeh, Nursing PhD Student (MSc in Pediatric Nursing), Bahareh Akbarzadeh, Department of Managment, Faculty of Nursing and Midwifery, Islamic Azad University of Medical Sciences, Daneshgah Blvd, Simon Bulivar Blvd, Tehran
Iran
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/nms.nms_94_18

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Background: The short course of baccalaureate nursing program and overcrowding of clinical settings restrict the development of pediatric peripheral venous catheter (PVC) insertion skill among nursing students. Therefore, better teaching strategies are needed. Objectives: The aim of this study was to compare the effects of role play simulation and demonstration on pediatric PVC insertion skill among nursing students. Methods: In this three-group experimental study, 46 nursing students were selected from Tabriz University of Medical Sciences, Tabriz, Iran, randomly allocated to a control, a role play simulation, or a demonstration group. Initially, all students received information about pediatric PVC insertion through lecture. Then, their skill was assessed using a child mannequin in a skill lab by a thirty-item rating scale. Then, participants in the simulation and the demonstration groups received training about this skill through simulation or demonstration teaching methods. After 3 weeks, their skill was reassessed. Data were analyzed using the Wilcoxon and Kruskal–Wallis tests. Results: The baseline total scores of PVC insertion skill were 17.66 ± 7.46, 14.93 ± 6.64, and 16.92 ± 10.38 and after intervention changed to 20.66 ± 5.65, 33.81 ± 6.86, and 41.14 ± 7.67 in the control, role play simulation, and demonstration groups, respectively. There was a statistically significant increase of skill in simulation and demonstration groups (P < 0.001), whereas the increase in the control group was insignificant (P = 0.09). There was no significant difference between role play simulation and demonstration groups (P > 0.05). Conclusion: Both role play simulation and demonstration significantly improve pediatric PVC insertion skill among nursing students. These teaching methods are recommended for developing nursing skills.


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