Application of productive failure theory combined with debriefing teaching model in peripherally inserted central catheter skill training for oncology specialist nurses.

BACKGROUND

Based on the limitations of the traditional model of PICC skills training for domestic oncology specialist nurses in terms of curriculum design, training effect and clinical application, This study explored the application of the productive failure theory combined with debriefing in teaching peripherally inserted central catheter skills to oncology specialist nurses.

METHODS

This quasi-experimental study was conducted in 2023 and involved 146 oncology nurses recruited from Sichuan Province. Participants were assigned to either the control group (n = 73) or the intervention group (n = 73) based on the principle of baseline comparability and convenience sampling. The control group received traditional teaching method, whereas the intervention group underwent a combined repeated teaching approach grounded in the theory of productive failure.

RESULTS

Before the training intervention, the demographic characteristics, professional theoretical knowledge, professional operation skills, learning motivation, clinical thinking ability, problem solving ability, self-efficacy, test scores and subjective evaluation in general information has no significant difference between the two groups (P > 0.05), which was comparable. After the intervention, the scores of the above five items and the teaching satisfaction of the intervention group were significantly higher than those of the control group, and the difference was statistically significant (P < 0.05).

CONCLUSION

In the skill teaching of central venous catheter through peripheral puncture, the teaching mode based on productive failure theory combined with debriefing teaching is obviously superior to the traditional teaching mode, which can significantly enhance the professional knowledge, skills, learning motivation, critical thinking, self-efficacy and other comprehensive qualities of oncology specialist nurses. It is worthy of being further incorporated into futher clinical content teaching research.