Objective: To explore the application effect of micro-teaching in the training of intravenous indwelling needle for clinical nursing students. Methods: A total of 102 undergraduate nursing students who were interned in our department from July 2016 to February 2018 were assigned randomly to the experimental group and the control group, 51 for each. The traditional teaching method was used in the control group for the training of intravenous indwelling needle infusion skills, whereas the micro-teaching method was used in the experimental group. Before the end of the internship, the two groups of interns were given a score test of intravenous indwelling needle infusion skills and an anonymous questionnaire survey on teaching effects. Results: The results of the skill test showed that the total scores of the control group and the experimental group were (76.73 ± 1.67) and (84.12 ± 1.90), respectively, and the difference was statistically significant (p < 0.01). According to the questionnaire survey, the percentage of the students in experimental group who had a positive attitude toward teaching methods, interest in learning, self-learning ability, and learning efficiency, was higher than that in the control group, and there was a statistical significance (p < 0.05). Conclusion: Microteaching can effectively promote the nursing students’ mastery of intravenous indwelling needle infusion skills, stimulate interest in learning, improve self-learning ability, improve learning efficiency and achieve satisfactory teaching effects.
Intravenous indwelling needle, also known as trocar, as a substitute for scalp needle, has the advantages such as reducing the number of vascular punctures, reducing the workload of nurses, reducing patient suffering and improving the efficiency of nursing work. It can quickly pierce the skin, safe and easy to operate and fix with little irritation, and has been widely used in clinical practice. As one of the basic nursing operations, venous catheterization is also a must for nursing students in clinical practice. Microteaching, formed in the American education reform movement in the 1960s, is a kind of miniaturized teaching which uses the recording equipment to record the trainee’s practice process and train the their professional skills through the feedback of the principle and the evaluation of the theory [
A total of 102 undergraduate nursing students who were interned in our department from July 2016 to February 2018, and aged 19 to 22 with a median age of 21 years, were assigned randomly to the experimental group and the control group, 51 for each. The traditional teaching method was used in the control group for the training of intravenous indwelling needle infusion skills, whereas the micro-teaching method was used in the experimental group. This study has been approved by the Ethics Committee of Affiliated Hospital of Yangtze University. There was no significant difference in the ages and gender ratios between the two groups (P > 0.05).
In the control group, the traditional teaching method was adopted, and the senior nurse of our department served as the clinical teacher to train the intravenous indwelling needle infusion skills by means of theoretical teaching, operation demonstration and nursing practice. Meanwhile, the micro-teaching method was used in the experimental group. After the theoretical teaching and operation demonstration of the clinical teacher, the whole operation process of the nursing students was taken by the smart phone. Students reviewed the video to perform self-evaluation or mutual evaluation between themselves, and finally the clinical teacher summarized and analyzed. In this way, the problems are found, fed back and corrected to achieve the teaching effects. All nursing students were trained for 3 days.
Before the end of the internship in our department, the officer-in-charge gave the nursing students a score test of intravenous indwelling needle infusion skills and an anonymous questionnaire survey on teaching effects. In the assessment, the rating rules were formulated from the aspects of theoretical knowledge, preparation of items, sterile operation, selection of puncture site, angle and speed of needle insertion, technique of pushing sleeve, technique of withdrawing needle, method of sealing catheter, method of flushing catheter and indwelling needle removal, 10 points for each rule. The total score was set to 100 points. We adopted a self-designed anonymous questionnaire to understand the evaluation of nurse students on training and teaching. After the end of the examination, the questionnaire was issued and collected on the spot, with an effective recovery rate of 100%. The questionnaire survey included contents such as teaching methods, interest in learning, self-learning ability and learning efficiency. Students made “affirmative” or “negative” evaluations, and the teaching effect was evaluated based on the feedback from the questionnaire survey.
Statistical analysis was performed using SPSS19.0 software. The measurement data were expressed as x ¯ ± s, and the t test was used. The count data were analyzed by χ2 test. p < 0.05 showed that the difference was statistically significant.
The assessment results showed that the total scores of the control group and the experimental group were (76.73 ± 1.67) and (84.12 ± 1.90), respectively, and the difference was statistically significant (p < 0.01) (
Medical education is an important stage and learning process for the growth of medical and health personnel. Due to the influence of multiple factors such as society, economy and education, most of the medical education in China currently adopts the traditional teaching method, that is, teachers teach students face to face, students passively accept the knowledge, and the assessment is performed finally. In the skills training for the clinical nursing students, the clinical teacher first conducts text explanations and operation demonstrations in accordance with the standard operating specification, and then students carry out their own practice after reading the relevant books and mastering the basic principles. The medical skill operation is complex and boring, so many nursing students lack learning interest and enthusiasm. They only passively accept the indoctrinating knowledge from teachers, lack of mutual inspiration, discussion
| Experimental group (n = 51) | Control group (n = 51) | t | p | |
|---|---|---|---|---|
| Theoretical knowledge | 8.08 ± 0.69 | 8.04 ± 0.72 | 0.281 | 0.779 |
| Preparation of items | 8.14 ± 0.75 | 7.92 ± 0.72 | 1.486 | 0.140 |
| Sterile operation | 8.69 ± 0.58 | 7.49 ± 0.64 | 9.834 | 0.000 |
| Selection of puncture site | 8.51 ± 0.58 | 7.73 ± 0.72 | 6.047 | 0.000 |
| Angle and speed of needle insertion | 8.61 ± 0.53 | 7.71 ± 0.54 | 8.495 | 0.000 |
| Technique of pushing sleeve | 8.33 ± 0.59 | 7.45 ± 0.50 | 8.140 | 0.000 |
| Technique of withdrawing needle | 8.45 ± 0.54 | 7.65 ± 0.59 | 7.146 | 0.000 |
| Method of sealing catheter | 8.57 ± 0.50 | 7.67 ± 0.48 | 9.328 | 0.000 |
| Method of flushing catheter | 8.41 ± 0.54 | 7.51 ± 0.51 | 8.750 | 0.000 |
| Indwelling needle removal | 8.33 ± 0.55 | 7.57 ± 0.54 | 7.069 | 0.000 |
| Total score | 84.12 ± 1.90 | 76.73 ± 1.67 | 20.820 | 0.000 |
| Experimental group (n = 51) | Control group (n = 51) | χ2 | p | |||
|---|---|---|---|---|---|---|
| Number of students with affirmative evaluation | Percentage (%) | Number of students with affirmative evaluation | Percentage (%) | |||
| Teaching method | 49 | 96.08 | 40 | 78.43 | 7.141 | 0.008 |
| Interest in learning | 48 | 94.12 | 41 | 80.39 | 4.320 | 0.038 |
| Self-learning ability | 50 | 98.04 | 39 | 76.47 | 10.667 | 0.001 |
| Learning efficiency | 48 | 94.12 | 40 | 78.43 | 5.299 | 0.021 |
and deeper thinking exchange between teachers and students [
In recent years, with the introduction and practice of the new forms of teaching methods such as micro-teaching, it has been proved to have better effects than the traditional teaching method [
Compared with the traditional teaching method, the micro-teaching mode is basically a training method of information feedback, which has strong adaptability in the teaching practice of skill training [
It has been shown in the literature that constructive feedback among students in micro-teaching plays a crucial role in the acquisition and improvement of skills [
In summary, through the use of micro-teaching, we have effectively promoted the nursing students’ mastery of intravenous indwelling needle infusion skills, stimulated their interest in learning, improved their self-learning ability, improved their learning efficiency and achieved satisfactory teaching effects.
This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.
The authors declare that there are no conflicts of interest.
You, Y.H. and Liu, R.T. (2019) Application of Micro-Teaching in the Training of Intravenous Indwelling Needle Infusion for Clinical Nursing Students. Yangtze Medicine, 3, 176-182. https://doi.org/10.4236/ym.2019.33018