Nursing students’ knowledge and self-confidence in peripheral intravenous catheterization in Türkiye
Department of Nursing, Faculty of Health Sciences, Yalova University, Yalova, Türkiye , erennhandan@gmail.com
Abstract: (1438 Views)
Background: Improving the success of peripheral intravenous catheterization (PIVC) requires developing students' clinical self-confidence alongside their theoretical knowledge. This study aimed to examine the relationship between nursing students' PIVC knowledge levels and their self-confidence.
Methods: This correlational study was conducted with nursing students enrolled at a university in Türkiye. A total population sampling approach was used; of 359 eligible students invited, 253 agreed to participate. Data were collected face-to-face between January and April 2026 using a Demographic Data Form, the Peripheral Intravenous Catheter Insertion Knowledge Form, and the Peripheral Intravenous Catheter Insertion Self-Confidence Scale for Nursing Students. Data were analyzed using descriptive statistics, multiple linear regression, one-way ANOVA with Tukey HSD post-hoc tests, and Pearson correlation analysis in SPSS 23.
Results: Academic year, positive beliefs about catheter insertion ability, and experience performing PIVC under supervision in clinical practice were significant positive predictors of both total PIVC knowledge (R2 = 0.168, p < 0.001) and self-confidence scores (R2 = 0.323, p < 0.001). Statistically significant differences across academic years were found in total PIVC knowledge scores [F (3, 249) = 5.927, p = 0.001, η² = 0.067] and total PIVC self-confidence scores [F (3, 249) = 9.435, p < 0.001, η² = 0.102]. A statistically significant, weak-to-moderate positive correlation was observed between the students' total PIVC knowledge scores and total self-confidence scale scores (r=0.320, p< 0.001).
Conclusion: The findings indicated that as nursing students' PIVC knowledge levels increased, their self-confidence also increased. To sustain knowledge over time and address technical skill gaps, refresher PIVC training should be integrated into the curriculum at each grade level and incorporate simulation-based training models that support motor skill acquisition into laboratory sessions.
Methods: This correlational study was conducted with nursing students enrolled at a university in Türkiye. A total population sampling approach was used; of 359 eligible students invited, 253 agreed to participate. Data were collected face-to-face between January and April 2026 using a Demographic Data Form, the Peripheral Intravenous Catheter Insertion Knowledge Form, and the Peripheral Intravenous Catheter Insertion Self-Confidence Scale for Nursing Students. Data were analyzed using descriptive statistics, multiple linear regression, one-way ANOVA with Tukey HSD post-hoc tests, and Pearson correlation analysis in SPSS 23.
Results: Academic year, positive beliefs about catheter insertion ability, and experience performing PIVC under supervision in clinical practice were significant positive predictors of both total PIVC knowledge (R2 = 0.168, p < 0.001) and self-confidence scores (R2 = 0.323, p < 0.001). Statistically significant differences across academic years were found in total PIVC knowledge scores [F (3, 249) = 5.927, p = 0.001, η² = 0.067] and total PIVC self-confidence scores [F (3, 249) = 9.435, p < 0.001, η² = 0.102]. A statistically significant, weak-to-moderate positive correlation was observed between the students' total PIVC knowledge scores and total self-confidence scale scores (r=0.320, p< 0.001).
Conclusion: The findings indicated that as nursing students' PIVC knowledge levels increased, their self-confidence also increased. To sustain knowledge over time and address technical skill gaps, refresher PIVC training should be integrated into the curriculum at each grade level and incorporate simulation-based training models that support motor skill acquisition into laboratory sessions.
Type of study: Original Article |
Subject:
Nursing
References
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