Learning practical nursing skills is an important part of the baccalaureate in nursing. However, many newly qualified nurses lack\npractical skill proficiency required to ensure safe patient care.The invasive skill peripheral vein cannulation (PVC) is particularly\nchallenging to learn and perform. This study explored conditions influencing nursing studentsââ?¬â?¢ learning and performance of the\ntechnical implementation of a PVC during their clinical placement period. A qualitative and descriptive case study design with two\nstudents inNorway practicing PVC during their clinical placement was conducted. One student whomastered the vein cannulation\nwas comparedwith one studentwho did not.Datawere collected in late 2012 usingmultiple data sources: semistructured interviews,\nad hoc conversations, and video recordings. Video recordings of the two studentsââ?¬â?¢ cannula implementations were used to help\nclarify and validate the descriptions and to identify gaps between what students said and what they did.Thematic analysis of the\ntranscribed text data enabled identifying themes that influenced skill performance. There were two overall themes: individual and\ncontextual conditions influencing the technical implementation of a peripheral vein cannula.These findingswere evaluated in terms\nof Bennerââ?¬â?¢s work on scientific and practical knowledge, defined as ââ?¬Å?knowing thatââ?¬Â and ââ?¬Å?knowing how.ââ?¬Â
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