International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12

line decor
  
line decor

 Volume 13, Issue 6 (June 2026), Pages: 133-143

----------------------------------------------

 Original Research Paper

Nursing students’ knowledge and confidence in peripheral intravenous cannulation utilizing simulation at the University of Tabuk

 Author(s): 

Jay Nantin Ablao 1, Abdullah Aljohani 1, Ahmed Alnakhli 1, Essam Dibaa 1, Salman Alamrani 1, Ahmed Alarinbi 1, Osama Al-Atwi 1, Yasser Alzahrani 1, Maria Blesilda B. Llaguno 2, *

 Affiliation(s):

1Department of Nursing Education and Administration, Faculty of Nursing, University of Tabuk, Tabuk, Saudi Arabia
2Nursing Department, Fakeeh College for Medical Sciences, Fakeeh Care Group, Jeddah, Saudi Arabia

 Full text

    Full Text - PDF

 * Corresponding Author. 

   Corresponding author's ORCID profile:  https://orcid.org/0000-0002-7436-6318

 Digital Object Identifier (DOI)

 
https://doi.org/10.21833/ijaas.2026.06.013

 Abstract

Insertion and maintenance of a peripheral intravenous catheter (PIVC) are essential nursing skills used to administer medications, fluids, blood transfusions, and to perform diagnostic procedures. This study aimed to evaluate nursing students’ knowledge and self-confidence regarding peripheral intravenous cannulation using simulation at the University of Tabuk. A descriptive cross-sectional study was conducted using a convenience sample of second- to fourth-year nursing students. Data were collected through a questionnaire distributed via Google Forms to assess students’ knowledge and self-confidence in performing PIVC using simulation-based training. Out of 120 responses, 107 were included in the analysis. The results showed significant associations between age, frequency of practice, and knowledge scores. Most participants were male (62.6%) and aged 21–23 years (64.5%), and nearly half were in their fourth year of study (47.7%). Approximately half of the students reported exposure to both simulation and real-patient scenarios during IV cannulation training. The median knowledge score was 10.0 (IQR = 8.0–13.0), with significant differences observed according to age and the frequency of IV cannulation practice. The findings highlight the importance of tailored training programs, with high-fidelity simulation identified as an important method for improving IV cannulation training. These results emphasize the need for targeted educational strategies to enhance students’ competence and confidence in IV cannulation, ultimately contributing to improved patient care and safety.

 © 2026 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

Peripheral cannulation, Intravenous, Knowledge, Simulation, Confidence

 Article history

Received 14 September 2025, Received in revised form 9 March 2026, Accepted 14 June 2026

 Acknowledgment

The authors gratefully acknowledge the support of the College of Nursing, University of Tabuk, particularly the Simulation Center staff for their assistance during the training sessions. We also thank the faculty members who facilitated data collection and the students who participated in this research. 

 Compliance with ethical standards

 Ethical considerations

This study was approved by the Research Ethics Committee of the University of Tabuk (Approval No. UT-383-210-2024). Written electronic informed consent was obtained from all participants prior to data collection. Participation was voluntary, and all data were anonymized and treated confidentially in accordance with the Declaration of Helsinki. 

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

Ablao JN, Aljohani A, Alnakhli A, Dibaa E, Alamrani S, Alarinbi A, Al-Atwi O, Alzahrani Y, and Llaguno MBB (2026). Nursing students’ knowledge and confidence in peripheral intravenous cannulation utilizing simulation at the University of Tabuk. International Journal of Advanced and Applied Sciences, 13(6): 133-143

  Permanent Link to this page

---------------------------------------------- 

 References (27)

  1. Abdulhussain Y, Ghelani H, Henderson H, Sudhir M, Mascarenhas S, Radhakrishnan R, and Jan RK (2022). The use and effectiveness of high-fidelity simulation in health professions education: Current update. Simulation, 98(12): 1085-1095. https://doi.org/10.1177/00375497221101066   [Google Scholar]
  2. Albagawi B (2019). Simulation in Saudi Arabian nursing education: Implications for student learning and patient safety. International Journal of Advanced and Applied Sciences, 6(5): 1-6. https://doi.org/10.21833/ijaas.2019.05.001   [Google Scholar]
  3. Aldolaim S, Aldossary LA, Almomin IA, and Haitham AA (2025). The lived experiences of pediatric nursing students following high-fidelity simulations and problem-based learning sessions. BMC Nursing, 24: 1066. https://doi.org/10.1186/s12912-025-03649-x   [Google Scholar] PMid:40804724 PMCid:PMC12352006
  4. Bremner MN, Aduddell K, Bennett DN, and VanGeest JB (2006). The use of human patient simulators: Best practices with novice nursing students. Nurse Educator, 31(4): 170-174. https://doi.org/10.1097/00006223-200607000-00011   [Google Scholar] PMid:16855487
  5. Campanati FLDS, Ribeiro LM, Silva ICRD, Hermann PRDS, Brasil GDC, Carneiro KKG, and Funghetto SS (2021). Clinical simulation as a nursing fundamentals teaching method: A quasi-experimental study. Revista Brasileira de Enfermagem, 75(2): e20201155. https://doi.org/10.1590/0034-7167-2020-1155   [Google Scholar] PMid:34669900
  6. Eyikara E and Baykara ZG (2017). The importance of simulation in nursing education. World Journal on Educational Technology: Current Issues, 9(1): 2-7. https://doi.org/10.18844/wjet.v9i1.543   [Google Scholar]
  7. Feng K, Zhao X, Liu J, Cai Y, Ye Z, Chen C, and Xue G (2019). Spaced learning enhances episodic memory by increasing neural pattern similarity across repetitions. Journal of Neuroscience, 39(27): 5351-5360. https://doi.org/10.1523/JNEUROSCI.2741-18.2019   [Google Scholar] PMid:31036763 PMCid:PMC6607761
  8. Hassanein SM, Tantawi HR, Sadek BN, Hendy A, and Awad HA (2021). Impact of structured simulation-based and on-job training program on nurses' competency in pediatric peripheral intravenous cannulation: Children's hospital experience. Nurse Education Today, 98: 104776. https://doi.org/10.1016/j.nedt.2021.104776   [Google Scholar] PMid:33497991
  9. Hernon O, McSharry E, Simpkin AJ, MacLaren I, and Carr PJ (2024). Evaluating nursing students' venipuncture and peripheral intravenous cannulation knowledge, attitude, and performance: A two-phase evaluation study. Journal of Infusion Nursing, 47(2): 108-119. https://doi.org/10.1097/NAN.0000000000000539   [Google Scholar] PMid:38422404 PMCid:PMC10916751
  10. Hukkelberg SS, Steinmann I, and Nærde A (2026). The relative age effect on teacher-rated academic competence: A study among early primary school students. Scandinavian Journal of Educational Research, 70(1): 18-31. https://doi.org/10.1080/00313831.2025.2459402   [Google Scholar]
  11. Indarwati F and Primanda Y (2021). Determinants of nursing students’ confidence in peripheral intravenous catheter insertion and management. Open Access Macedonian Journal of Medical Sciences, 9(T4): 152-157. https://doi.org/10.3889/oamjms.2021.5775   [Google Scholar]
  12. İsmailoğlu EG and Zaybak A (2018). Comparison of the effectiveness of a virtual simulator with a plastic arm model in teaching intravenous catheter insertion skills. CIN: Computers, Informatics, Nursing, 36(2): 98-105. https://doi.org/10.1097/CIN.0000000000000405   [Google Scholar] PMid:29176359
  13. İsmailoğlu EG, Orkun N, Eşer İ, and Zaybak A (2020). Comparison of the effectiveness of the virtual simulator and video-assisted teaching on intravenous catheter insertion skills and self-confidence: A quasi-experimental study. Nurse Education Today, 95: 104596. https://doi.org/10.1016/j.nedt.2020.104596   [Google Scholar] PMid:33002745
  14. Kaliyaperumal R, Jeyapaul S, and Chellathurai A (2023). Intravenous therapy: Nursing students’ knowledge and confidence. International Journal of Health Sciences and Research, 13(6): 56-63. https://doi.org/10.52403/ijhsr.20230611   [Google Scholar]
  15. Khairunniza G, Leela C, and Thiruselvi S (2019). Students’ perception of their knowledge about peripheral intravenous cannulation at a private medical university in Seremban, Negeri Sembilan, Malaysia. In the Proceedings of ADVED 2019-5th International Conference on Advances in Education and Social Sciences, Istanbul, Turkey: 649-662.   [Google Scholar]
  16. Kolb DA (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall, Englewood Cliffs, USA.   [Google Scholar]
  17. Koukourikos K, Tsaloglidou A, Kourkouta L, Papathanasiou IV, Iliadis C, Fratzana A, and Panagiotou A (2021). Simulation in clinical nursing education. Acta Informatica Medica, 29(1): 15-20. https://doi.org/10.5455/aim.2021.29.15-20   [Google Scholar] PMid:34012208 PMCid:PMC8116070
  18. Marchionni C, Lavigne G, and Connolly M (2024). Validation of the nursing student peripheral intravenous catheter insertion self-confidence scale. Journal of Nursing Measurement, 32(3): 382-390. https://doi.org/10.1891/JNM-2022-0082   [Google Scholar] PMid:37945053
  19. Olaussen C, Heggdal K, and Tvedt CR (2020). Elements in scenario‐based simulation associated with nursing students' self‐confidence and satisfaction: A cross‐sectional study. Nursing Open, 7(1): 170-179. https://doi.org/10.1002/nop2.375   [Google Scholar] PMid:31871700 PMCid:PMC6917966
  20. Ramasaco L (2024). Factors influencing academic performance: Insights from nursing students. Journal of Otolaryngology Research & Reports, 3(4): 1-24. https://doi.org/10.47363/JOLRR/2024(3)131   [Google Scholar]
  21. Salameh B, Ayed A, and Lasater K (2021). Effects of a complex case study and high-fidelity simulation on mechanical ventilation on knowledge and clinical judgment of undergraduate nursing students. Nurse Educator, 46(4): E64-E69. https://doi.org/10.1097/NNE.0000000000000938   [Google Scholar] PMid:33234833
  22. van Loon FH, Scholten HJ, Korsten HH, Dierick-van Daele AT, and Bouwman AR (2022). The learning curve for ultrasound-guided peripheral intravenous cannulation in adults: A multicenter study. Medical Ultrasonography, 24(2): 188-195. https://doi.org/10.11152/mu-3322   [Google Scholar] PMid:35045139
  23. Wall D (2017). The effects of introducing high-fidelity simulation to preclinical student respiratory therapists. Canadian Journal of Respiratory Therapy, 53(4): 75-80.   [Google Scholar]
  24. Wijnen-Meijer M, Brandhuber T, Schneider A, and Berberat PO (2022). Implementing Kolb’s experiential learning cycle by linking real experience, case-based discussion and simulation. Journal of Medical Education and Curricular Development, 9: 1-5. https://doi.org/10.1177/23821205221091511   [Google Scholar] PMid:35592131 PMCid:PMC9112303
  25. Yilmaz DU and Sari D (2021). Examining the effect of simulation-based learning on intravenous therapy administration knowledge, performance, and clinical assessment skills of first-year nursing students. Nurse Education Today, 102: 104924. https://doi.org/10.1016/j.nedt.2021.104924   [Google Scholar] PMid:33930858
  26. Yu L, Choi SPP, and Dix S (2025). Undergraduate nursing students’ personality and learning effectiveness in high-fidelity simulation education. Nurse Education in Practice, 85: 104349. https://doi.org/10.1016/j.nepr.2025.104349   [Google Scholar] PMid:40199167
  27. Yuan X (2022). Evidence of the spacing effect and influences on perceptions of learning and science curricula. Cureus, 14(1): e21201. https://doi.org/10.7759/cureus.21201   [Google Scholar]