Application Of Video Feedback Method In PICC Maintenance Training For Nurses

ObjectivesIn this study,the video feedback method was applied to the PICC catheter maintenance training of nurses,and the purpose was to compare the clinical training effect of the video feedback method with the traditional teaching method.To analyze the effects of the two teaching methods on nurses’theoretical scores,operational skills,Number of operation exercises,critical thinking ability,clinical communication ability and satisfaction with teaching methods.It provides reference for exploring more suitable training methods for PICC maintenance training for nurses,and lays a foundation for further expanding and establishing PICC maintenance network.MethodsThe quasi-experimental study was conducted.From April 18,2022 to July 17,2022,47 nurses who went to a third-class A hospital in Lanzhou,Gansu Province for PICC maintenance training were selected as the intervention group,and the video feedback method was used for training.A total of 46 nurses who received PICC maintenance training from March 29,2021 to June 27,2021 were selected as the control group,and the traditional teaching method was adopted.The scores of theoretical and operational skills were compared between the two groups before clinical practice（t₁）and after the training course（t₂）,as well as the differences in critical thinking ability,operation practice times,clinical communication ability and other indicators after training.SPSS27.0 software was used for statistical analysis,and P<0.05 was considered statistically significant.Results（1）There was no significant difference in gender,age,professional title and other aspects between the two groups（P>0.05）,and the baseline data were comparable.（2）Theoretical scores:Before training,there was no statistical difference between the two groups（P>0.05）.After training,the theoretical scores of PICC maintenance of training nurses in the two groups were significantly improved.After training,the theoretical score of the intervention group was 90.92±2.67 points,and that of the control group was 85.03±3.22 points.The theoretical scores of the intervention group at different time points were higher than those of the control group,and the difference was statistically significant（P<0.001）.（3）Operational skills:Before training,there was no statistical difference in the level of operational skills between the two groups（P>0.05）.After training,the operational skill score of the intervention group was 96.10±1.73 points,and that of the control group was 90.36±1.79 points.The intervention group had higher operational skill scores at different time points compared to the control group,and the difference was statistically significant（P<0.001）.（4）Number of operation exercises:The results showed that the frequency of operation practice was 6.91±1.20 times in the intervention group and 5.50±0.72 times in the control group,and the difference was statistically significant（P<0.001）.（5）Critical thinking ability:There was no significant difference in the scores of critical thinking ability between the two groups before training（P>0.05）.After training,the critical thinking ability of both groups improved,but the change score of the intervention group was higher than that of the control group,and the difference was statistically significant（P<0.001）.（6）Clinical communication ability:the clinical communication ability of nurses in the two groups was at the same level before training,and the difference was not statistically significant（P>0.05）.After training,the difference between the two groups in the change of the total score of clinical communication ability before and after training was statistically significant（P<0.001）.（7）Satisfaction with teaching methods:The results showed that the satisfaction of training nurses in the intervention group was 80.9%～100.0%,control group training nurses with respect to the manner of teaching satisfaction was 65.2%～91.3%.Among the 17 items,there were statistically significant differences in these 10 aspects.Video feedback method can improve self-learning initiative（X²=4.077,P<0.05）,problem-solving ability（X²=4.299,P<0.05）,PICC catheter maintenance and operation skills（X²=5.703,P<0.05）,identification of PICC complications（X²=16.839,P<0.05）,treatment of PICC complications（X²=7.752,P<0.05）,clinical critical thinking ability（X²=6.672,P<0.05）,expression and communication ability（X²=9.818,P<0.05）,teamwork ability（X²=5.225,P<0.05）,timely detection of knowledge weaknesses（X²=6.868,P<0.05）,and promotion of communication with teachers（X²=4.570,P<0.05）.However,there were no statistical difference in 7aspects,such as improving the learning interest in intravenous therapy and improving the ability to search for literature（P>0.05）.ConclusionsThe video feedback method can better improve the theoretical achievements and operational skills of training nurses.It can help to increase the number of operational exercises of nurses,improve critical thinking ability and clinical communication ability,and achieve good clinical teaching satisfaction.Therefore,this teaching method is worthy of further promotion and application in the homogenization training of nurses within the medical alliance.