SKILL STATIONS FOR SAFER IV PRACTICE: A QUASI EXPERIMENTAL STUDY AMONG NURSING STUDENTS

Abstract

Introduction: Intravenous (IV) infusion is a fundamental nursing procedure requiring sound theoretical knowledge, psychomotor competence, adherence to aseptic principles, and appropriate clinical judgment. Inadequate preparation may contribute to procedural errors and complications. Skill station-based learning provides a structured and controlled environment in which nursing students can practice procedures repeatedly, receive immediate feedback, and develop clinical competence before performing procedures in patient-care settings. This study evaluated the effectiveness of a structured skill station programme on knowledge and practice regarding intravenous infusion among nursing students. Methods: A quantitative evaluative approach with a quasi-experimental one-group pre-test–post-test design was adopted. A total of 100 nursing students from selected nursing colleges in the Sangli–Miraj–Kupwad Corporation area of Maharashtra, India, were recruited using non-probability convenience sampling. Baseline knowledge and practice regarding intravenous infusion were assessed using a structured knowledge questionnaire and an observational practice checklist. A structured skill station programme of 45 minutes was subsequently administered. Post-intervention assessment was conducted on the fourth day. Descriptive statistics and paired t tests were used for analysis. Results: The mean knowledge score increased from 9.25 ± 4.09 at pre-test to 12.52 ± 4.26 at post-test. The observed paired t-value was −22.57 (p < 0.00001). The mean practice score increased from 21.20 ± 9.27 to 27.98 ± 9.91, with a paired t-value of −13.66 (p < 0.00001). At baseline, 46% of participants demonstrated average knowledge and 53% demonstrated average practice. Following the intervention, 47% demonstrated good knowledge and 32% excellent knowledge, while 49% demonstrated good practice and 27% excellent practice. Conclusion: The findings demonstrate significant improvement in both knowledge and practical performance following skill station-based training. Structured skill stations may provide an effective educational strategy for strengthening nursing students' clinical competence in intravenous infusion and for supporting safe transition from the educational laboratory to clinical practice.