Effectiveness of demonstration versus video assisted teaching on IV cannulation skills among nursing students at selected nursing colleges, Bangalore

Abstract Introduction: IV cannulation involves inserting a cannula into a vein to directly administer medications or fluids into the bloodstream, requiring precise proficiency from healthcare providers for rapid and reliable circulatory access in medical care and monitoring. Objectives: This study aims to investigates the effectiveness of demonstration versus video-assisted teaching methods on intravenous (IV) cannulation skills among nursing students. Methodology: Quasi experimental study design was adopted and 80 nursing students were recruited by convenient sampling technique, data was collected by using socio demographic variables and observational check list on IV cannulation skills. The data were analyzed by descriptive and inferential statistics. Results: The study revealed significant enhancements in IV cannulation skills among nursing students using both demonstration and video-assisted teaching methods (P<0.05). Initially, 80% of the demonstration group and 90% of the video-assisted teaching group exhibited poor skills. Following the interventions, mean IV cannulation scores improved from 11.52 ± 2.54 to 19.02 ± 1.83 in the demonstration group and 9.98 ± 1.91 to 17.22 ± 2.09 in the video-assisted teaching group. Moreover, 92.5% of the demonstration group and 70% of the video-assisted teaching group achieved proficient IV cannulation skills. Interpretation and conclusion: This study underscores the importance of innovative teaching methodologies in nursing education to optimize IV cannulation procedural skill acquisition and student learning outcomes. Future research may explore further enhancements and adaptations of demonstration and video- assisted teaching in diverse nursing education contexts.