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Aaron A. Almassy
This document illustrates teaching methods to be used for class sessions regarding Intravenous
(IV) line insertion. Key topics include examination of the lecture-discussion method, and the
cooperative or group learning method. Rationale for the instructor’s choices of these methods
will be provided throughout. Means to assure a positive and productive learning experience will
be outlined and addressed. Additionally, evaluation tools and their importance will be examined.
IV Line Insertion 3
Two teaching methods or instructional strategies will be used for imparting knowledge
and skill regarding IV line insertion. These methods are: lecture-discussion, and hands-on
will benefit from these varied instructional methods. Instruction will be rooted in the three
domains of learning (cognitive, psychomotor, and affective domains). Students will be expected
to meet the expectation of the objectives set forth for the learning module. We will explore the
teaching methods that have been identified above, as well examining the resources needed to
bring these methods to fruition. Approaches for a positive learning experience will be discussed.
Lecture-Discussion
A lecture-discussion session will be conducted first, a few days prior to the hands-on
three pronged approach, here. As Bradshaw & Lowenstein (2007) state, the lecture is most
effective when combined with other teaching strategies. Literature review assignments in the
form of textbook reading along with student generated additional research will be provided. As
with any instructional strategy, the lecture-discussion has advantages and disadvantages. The
here, to better, more fully reach the majority of students. The instructor would utilize the lecture-
discussion method in order to enhance and clarify the reading material and clarify questions that
arise as students conduct their own research. Resources that are needed for the lecture are few.
First, the main component of the lecture is the lecturer with his or her strategies to effectively
communicate with students (Bradshaw & Lowenstein, 2007). Another needful resource is the
personal computer (PC) with Microsoft Power Point software. Power Point allows the instructor
to engage his or her students visually, while lecturing. “Research reported in educational
literature suggests that using visuals in teaching results in a greater degree of learning” (Stokes,
n.d.). Another needed resource is a supply of any literature to be handed out to students.
Bradshaw & Lowenstein (2007) indicate that a skeletal outline should be given to students only
if helpful for students’ identification of key points. They go on to state that if handouts are to be
used, they should be clear and contain only a limited amount of information, also if they are
printed on colored paper, they are more likely to be utilized by students (Bradshaw &
Lowenstein, 2007). In this class, per Bradshaw & Lowenstein (2007) only a skeletal outline of
the presentation will be provided to the students. The skeletal outline provides a nice way for
students to follow along and make notations appropriately throughout the lecture. It also provides
a means for students to note questions they have for the discussion portion of the lecture.
as an initial point of reference for the student. One purpose of the hands-on practice session is to
develop fine motor skills as a component of the student’s psychomotor skills development
(Billings & Hallstead, 2005). Fine motor skills are those required to perform procedures where
accuracy and exactness are necessary (Billings & Hallstead, 2005). Cooperative or group
learning will follow the demonstration, so that students can begin to practice what they have
seen.
As DeYoung (2003) states, cooperative learning is based on the idea that students work
together and are responsible for one-another’s learning. Therefore, the class will be broken up
into small groups of four students each. Each student will demonstrate for the group an IV
insertion from beginning to end. The rest of the group will observe the demonstration, provide
feedback and constructive criticism. The process then repeats for each subsequent group
member. DeYoung (2003) refers to Infante (1985) when noting that “observation is an essential
element of clinical learning” (p.238). Repetition is an important concept here; repeated rehearsal
Additionally, repetition helps the new short term memories continue long enough to transition to
long term memories (Billings & Hallstead, 2005). There are numerous advantages to structuring
IV Line Insertion 5
a class session in this fashion. First, for nurses, group structuring represents an invaluable lesson
because we need to be able to work collaboratively and effectively within the interdisciplinary
team. Group work helps to achieve this (DeYoung, 2003). Second, group work enhances each
member’s social skills (DeYoung, 2003). Another advantage to cooperative-group work is that it
promotes the use and development of critical thinking skills, also very important for nurses to
Additionally, Students learn best when they are actively engaged in the learning process.
Analysts report that, students working in small groups are more likely to learn more of what is
presented and retain it longer than when the same content is presented in other instructional
The only resources needed for effective group work are multiple students, with an
assignment to complete or a new skill to learn. However, additional resources are needed for the
actual practice environment. First, we will need access to the nursing skills laboratory. Next, we
will require all necessary supplies for IV saline lock (SL) insertion, and mannequins or artificial
Lecture-Discussion
encouraged to ask questions and converse openly during the discussion period of the lecture-
students in the lecture (Daniel, 1999). Dissemination of content by the lecturer will be limited to
approximately ten minutes, with following discussion. This is done partly because of appropriate
time frames needed to explain the process in addition to attempting to control the students’
attention. The instructor as well as the other students will listen attentively to the questions and
offer clarification and feedback as necessary. Utilization of this lecture method with discussion
will increase student participation and likewise student experience (Billings & Hallstead, 2005).
The instructor will speak clearly and provide examples from his or her own current and past
practice experiences. This recounting of personal experiences would fall under the strategy of
modeling. As Billings & Hallstead (2005) state, “One way to help students learn…is through
modeling” (p. 260). Faculty should consistently model desired performance and views that are
Hands-on/Cooperative-group Learning
During the initial presentation by the instructor, the students would be instructed to
assume a position where each individual can clearly see and hear the presentation. This
presentation will be especially useful for the visual learner, as these individuals learn best by
encouraged and prompted to ask questions to assure the comfort of the student in relation to the
information presented. Questions to prompt critical thinking will be utilized by the instructor.
One such question could be “why is the bevel of the needle pointed up for an IV insertion?”
After the initial demonstration period by the instructor, the students break up into groups to
practice what they have just seen. In order to assure a positive experience with group work, the
instructor will determine the members of each group. This approach should effectively deter any
student from not being chosen to join a group, which would be detrimental to that student’s
group experience. Another way to assure a positive and productive experience is to deliberately
make clear to the class how the groups will operate and how students will be graded, provide
explanation of the objectives of the group work and define any relevant concepts (Gross-Davis,
1993).
Evaluation tools have been developed by the instructor in order to allow the instructor to
appraise the learning objectives. “The advantage of internally developed evaluations is that they
can be customized to the program” (Billings & Hallstead, 2005, p. 563). As DeYoung (2003)
evaluated by giving a test of some sort, a behavioral evaluation, or a graded assignment” (p.264).
IV Line Insertion 7
Faculty need numerous evaluation methods to properly document and demonstrate their teaching
effectiveness (Billings & Hallstead, 2005). One evaluation method to be used here is the
behavioral evaluation, which takes the form of the IV insertion check-off list. The evaluation
tools are meant to provide the instructor with useful feedback in the current and future
design/implementation of his or her course. A formal checklist evaluation tool for the student’s
return demonstration will be provided at the end of this paper (see Appendix A). The checklist
evaluation tool will be used by the instructor evaluating the student nurse’s performance. In
order to be considered competent in IV insertion, the student nurse must achieve a 90% accuracy
rate when completing the checklist. A Likert scale evaluation tool has been devised to evaluate
the student’s perception of learning in regard to IV insertion (see Appendix B). A second Likert
scale evaluation instrument has been developed to gain the student’s perception of the teacher’s
effectiveness for this learning module (see Appendix C). When we want to know the feelings,
and attitudes of our respondent’s we should consider using Likert scale questions (Waddington,
2000).
Conclusion
So, in conclusion, the teaching strategies to be used during the class session on IV
insertion were discussed. It was found that the lecture-discussion method is an appropriate
teaching method to use, especially when combined with other forms of instructional strategy. We
examined the necessary resources for implementation of the teaching plan. These resources
include students, personal computers, use of the nursing skills laboratory, needed supplies for IV
insertion, and mannequins. Multiple approaches for assuring a positive and productive
experience were considered. The importance of evaluation tools is considered, and the instructor
has developed his own instruments which are available for viewing in the appendices following
the text.
References:
Billings, D., & Halstead, J. (2005). Teaching in nursing a guide for faculty. (2nd ed.). St. Louis,
Bradshaw, M., Lowenstein, A. (2007). Innovative teaching strategies in nursing and related
health professions. (4th ed.). Sudbury, MA: Jones and Bartlett Publishers.
http://www.cuyamaca.edu/eops/dsps/resourcesvis.asp
Daniel, E. (1999). INLS 214: user education--notes lecture-discussion method [Fact sheet].
Retrieve from http://ils.unc.edu/daniel/214/lecture.html#schema
DeYoung, S. (2003). Teaching strategies for nurse educators. Upper Saddle River, NJ:
Gross-Davis, B. (1993). Collaborative learning: group work and study teams. Tools for teaching.
Perry, A. & Potter, P. (1994). Clinical nursing skills & techniques. (3rd ed.). St. Louis, MO:
Stokes, S. (n.d.). Visual literacy in teaching and learning: a literature perspective. Electronic
Journal for the Integration of Technology in Education, 1(1), 10-18. Retrieved from
http://ejite.isu.edu/Volume1No1/pdfs/stokes.pdf
Waddington, H. (2000). Types of survey questions. Encyclopedia of Educational Technology.
Appendix A
Wash hands.
Don gloves.
Anchor the vein by placing thumb on the vein and stretching the skin against the direction of the insertion. (do this approx. 2-3 inches
distal to the site)
Insert the IV cannulazation device with the bevel up at an approximate 20-30 degree angle in the direction of the vein.
Look for blood return through the flashback chamber of the device.
Lower the needle until the hub rests upon the venipuncture site.
Advance the catheter about ¼ inch into the vein and then loosen the stylet.
Advance the catheter into the vein until the hub rests at the venipuncture site (Do not reinsert the stylet once it has been loosened).
Stabilizing the catheter with one hand, remove the tourniquet with the other, and remove the stylet.
Secure IV catheter: a) place narrow strip of tape beneath the hub of the catheter sticky-side up and criss-cross the tape over the
catheter b) place second narrow strip of tape directly across the hub of the catheter c) place 2x2 gauze pad over the insertion site and
cover with a transparent dressing.
Communicate date, time, gauge of catheter, and nurse’s initials on the dressing.
Directions: On a scale of 1 to 10, rate each of the following statements based upon your
5 is neither agree nor disagree, 7 represents agreement, and 10 represents extreme agreement.
One must not limit responses to these numbers listed; this is meant to provide understanding of
the rating system. Circle the appropriate choices and turn in before leaving the class. There is no
2. I feel that the group component of this learning module enhanced the overall learning
experience……………………………………………………………………..1 2 3 4 5 6 7 8 9 10
3. I feel that the knowledge gained from lecture assisted me in the laboratory setting while
4. I feel that the required readings and additional personal research enhanced my understanding
Appendix C
Directions: On a scale of 1 to 10, rate each of the following statements based upon your
5 is neither agree nor disagree, 7 represents agreement, and 10 represents extreme agreement.
One must not limit responses to these numbers listed; this is meant to provide understanding of
the rating system. Circle the appropriate choices and turn in before leaving the class. There is no
lecture-discussion………………………………………………………………1 2 3 4 5 6 7 8 9 10
insertion………………………………………………………………………...1 2 3 4 5 6 7 8 9 10
3. The instructor gained my attention and maintained my attention throughout the course of the
lecture-discussion………………………………………………………………1 2 3 4 5 6 7 8 9 10
me………………………………………………………………………………1 2 3 4 5 6 7 8 9 10
5. Small group work was appropriate for the hands-on practice session in the skills
lab………………………………………………………………………………1 2 3 4 5 6 7 8 9 10
6. The instructor allowed adequate time for preparation of IV insertion skills prior to the final
check-off procedure……………………………………………………………1 2 3 4 5 6 7 8 9 10
8. Please use the space provided below to answer or attach a separate page…Are there any
suggestions/concerns you have that would help the instructor improve his effectiveness?
9. Please make any additional constructive comments about the class/teaching methods here.