Journal of Korean Clinical Nursing Research (임상간호연구)

Hospital Nurses Association (병원간호사회)
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The Current Status of Intravenous Infusion Therapy Education for New Nurses and Their Needs for the Education

신규간호사의 정맥주입요법 교육 현황과 교육요구도 분석

  • Yun, Ju Hee (Department of Nursing, Gyeosang National University Hospital) ;
  • Seo, Minjeong (College of Nursing.Gerontological Health Research in Institute of Health Sciences, Gyeongsang National University)
  • 윤주희 (경상대학교병원) ;
  • 서민정 (경상대학교 간호대학.건강과학연구원 노인건강연구센터)
  • Received : 2020.01.31
  • Accepted : 2020.02.21
  • Published : 2020.04.30
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Abstract

Purpose: The purpose of this study is to investigate new nurses' needs for intravenous infusion therapy training by analyzing the current training status. Methods: This study examined the needs for intravenous infusion therapy training with 159 new nurses. The measurement tool consisted of 93 items developed based on intravenous therapy-related studies, and was evaluated on a 4-point Likert scale. For data analysis, SPSS/WIN 25.0 was used, and frequency, percentage, average, standard deviation, paired t-test, were performed. Results: The demand for intravenous therapy education was analyzed using a questionnaire composed of 8 areas, 16 sub-areas, and 93 items. According to the findings, post-ward placement intravenous therapy education(83.7%) is conducted more often than in preliminary education (72.2%). The demand for intravenous infusion therapy education did not differ significantly in preliminary and post-ward placement education (t=-.89, p=.376). While therapy skills were preferred in preliminary education, there were high demands for education content related to blood transfusion, central venous catheter, and drug use in continuing education. As for preferred teaching methods, lecture (38.2%) and simulation (26.7%) were most answered for preliminary education, while a range of methods were preferred for continuing education including lecture (31.1%), clinical practice (20.6%), preceptor training (19.8%), simulation (16.8%), and self-study (11.6%). Conclusion: For efficient training, it is required to provide different education contents and methods for each stage.

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References

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