Megan D Radyk, Lillian B Spatz, Mahliyah L Adkins-Threats, Kitra Cates, Celine L St Pierre
Evaluation of an 8-week high school science communication course designed to read, write, and present scientific research
Advances in physiology education
teaching ultrasound us guidance placement peripheral intravenous piv catheters requires significant time synchronous didactic handson training investigators assessed feasibility asynchronous model critical care nurses learn novel skill usguided piv placement secondary outcomes included percentage successful attempts number sticks per attempt anatomy versus usguided approaches investigators built selfcontained training cart learners practice record performance training occurred asynchronously learners recorded data piv attempts participants completed pre posttraining surveys data prospective observational cohort analyzed descriptive comparative statistics using kirkpatricks model evaluation educational intervention 6 month period 21 nurses completed asynchronous training eight recording piv placements 810 training occurred outside monday friday 9am5pm period 64 attempts anatomy approach 84 usguidance anatomic approach successful 359 attempts mean 15 sticks sd 10 range 15 usguided approach statistically significant greater rate success 774 p 0001 mean 12 sticks sd 12 range 12 p 001 participants reported increased confidence usguided piv placement enjoyment method learning asynchronous learning model cartbased instruction practice feasible means nurses learn usguided piv placement significant outcomes seen across kirkpatrick levels iiv educational outcome assessment