Effect of infusion therapy interactive modules on nursing student's knowledge and self-confidence |
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| Affiliation: | 1. Chamberlain University, College of Nursing, Downers Grove, IL, USA;2. Columbus State University, School of Nursing, Columbus, GA, USA;3. Gateway Community College, Phoenix, AZ;4. Infusion Nurses Society, Norwood, MA, USA;5. Chamberlain University, College of Nursing, Phoenix, AZ, USA;1. Community and Mental Health Nursing Department, King Saud University, College of Nursing, Riyadh, Kingdom of Saudi Arabia;2. Medical-Surgical Nursing Department, King Saud University, College of Nursing, Riyadh, Kingdom of Saudi Arabia;1. The University of Alabama in Huntsville, Huntsville, AL, USA;2. Capstone College of Nursing, The University of Alabama, Tuscaloosa, AL, USA |
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| Abstract: | New graduate nurses report a lack of confidence in infusion therapy knowledge and skills. This quasi-experimental, pretest-posttest study examined knowledge and self-confidence when using innovative infusion therapy education in an associate degree nursing program. Participants (n = 42) had statistically significant improvements in post-testing knowledge (18.2 ± 3.19) compared to baseline (13.9 ± 2.55), 95% CI [3.157, 5.380], p < 0.001. The participants completed the National League of NursingTM (NLN) Student Satisfaction and Self-Confidence in Learning survey. Participants reported the greatest satisfaction with student responsibility (97.7%), learning materials (97.6%), teaching methods (97.6%), program activities/critical aspects (92.8%), critical content (90.4%), skills development (85.7%), and help with understanding (83.3%). Knowledge and self-confidence are critical elements necessary for practice readiness to provide safe patient care. |
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