Rethinking Skills Training: What Helps Student Nurses Master Venepuncture & PIVC

Study Overview

Final-year nursing students in Ireland described how they learn venepuncture and peripheral IV cannulation (PIVC) across simulation labs and real clinical placements. Three focus groups (8 students) were thematically analysed to surface what helps, what hinders, and what to fix next in curricula and ward practice.

Key Findings

• Practice builds confidence—both simulation and real-patient attempts matter; one simulated session isn’t enough.
• “Not how it’s done here”—students meet inconsistent techniques across staff and wards, which confuses early learners.
• Luck matters—opportunities depend on placement area and on supervisors’ willingness/teaching skill.
• Simulation needs more realism—manikins with visible, easy veins don’t reflect practice; students want progressively harder scenarios (e.g., frailer arms, varied skin tones) and exposure to vein-finding tech.
• Feedback accelerates learning—immediate OSCE feedback and structured coaching (scaffolded from hands-on to hands-off) were valued.
• Video self-review helps—recording practice and self-rating against checklists improved insight and may reduce the number of sessions needed.
• Juggling priorities—internship duties compete with skill sign-offs; earlier teaching (pre-internship) would ease this.

Implications

Make practice deliberate and consistent. Build a standardised pathway that includes: multiple simulation sessions with increasing complexity, earlier skill teaching (before internship), scheduled rotations to high-opportunity areas, designated clinical tutors to ensure continuity and consistent technique, OSCEs with immediate feedback, and video-based self-evaluation. Together these steps align education with real-world conditions and support confident, competent graduates.

Read more: https://www.sciencedirect.com/science/article/pii/S2445147925001006?via%3Dihub 

Authors: Orlaith Hernon; Edel McSharry; Caitríona Duggan; Iain MacLaren; Peter J. Carr.