Effect of Teaching Sessions Implementation on Performance of Internship Nursing Students Regarding IntraOsseous Access
Abstract
Context: Intraosseous (IO) access is an emergency vascular access for providing venous administration of drugs and fluids in emergencies. Nurses are responsible for preparing and administering fluids and medications through IO access so that nurses should be aware of IO indications, contraindications, complications, and also practicing Intraosseous (IO) access insertion.
Aim: The current study was conducted to assess the effect of teaching sessions implementation on the performance of internship nursing students regarding intraosseous access.
Methods: A quasi-experimental (pre/post-test) design was unitized to conduct this study. The study recruited a convenient sample of fifty (50) internship nursing students. The Critical care lab at Faculty of Nursing Ain Shams University was used to conduct the teaching sessions. The study used two tools to achieve the aim of this study; Intraosseous Access Self-Administered Questionnaire and Internship Nurses' Practice Observational Checklist regarding intraosseous access.
Results: After teaching session implementation regarding intraosseous access, there were statistically significant improvements in the level of performance of internship nursing students at P >0.05.
Conclusion: Teaching session implementation had a statistically significant positive effect on internship nursing students' performance regarding intraosseous access. Repetitive training regarding IO access is recommended to be integrated as a part of the nursing faculty's clinical skills to ensure the highest standard of care in emergencies and to maximize skill retention.
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