{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,10]],"date-time":"2026-07-10T04:42:51Z","timestamp":1783658571632,"version":"3.55.0"},"reference-count":47,"publisher":"Wiley","issue":"23-24","license":[{"start":{"date-parts":[[2017,3,27]],"date-time":"2017-03-27T00:00:00Z","timestamp":1490572800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"funder":[{"name":"Norwegian Nurses Association, Norway","award":["14\/0022"],"award-info":[{"award-number":["14\/0022"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Journal of Clinical Nursing"],"published-print":{"date-parts":[[2017,12]]},"abstract":"<jats:sec><jats:title>Aims and objectives<\/jats:title><jats:p>To explore, describe and compare learning actions that nursing students used during peripheral vein cannulation training on a latex arm or each other's arms in a clinical skills centre.<\/jats:p><\/jats:sec><jats:sec><jats:title>Background<\/jats:title><jats:p>Simulation\u2010based training is thought to enhance learning and transfer of learning from simulation to the clinical setting and is commonly recommended in nursing education. What students actually are doing during simulation\u2010based training is, however, less explored. The analysis of learning actions used during simulation\u2010based training could contribute to development and improvement of simulation as a learning strategy in nursing education.<\/jats:p><\/jats:sec><jats:sec><jats:title>Design<\/jats:title><jats:p>A qualitative explorative and descriptive research design, involving content analysis of video recordings, was used.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>Video\u2010supported observation of nine nursing students practicing vein cannulation was conducted in a clinical skills centre in late 2012.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>The students engaged in various learning actions. Students training on a latex arm used a considerably higher number of learning actions relative to those training on each other's arms. In both groups, students\u2019 learning actions consisted mainly of seeking and giving support. The teacher provided students training on each other's arms with detailed feedback regarding insertion of the cannula into the vein, while those training on a latex arm received sparse feedback from the teacher and fellow students.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusion<\/jats:title><jats:p>The teacher played an important role in facilitating nursing students\u2019 practical skill learning during simulation. The provision of support from both teachers and students should be emphasised to ensure that nursing students\u2019 learning needs are met.<\/jats:p><\/jats:sec><jats:sec><jats:title>Relevance to clinical practice<\/jats:title><jats:p>This study suggest that student nurses may be differently and inadequately prepared in peripheral vein cannulation in two simulation modalities used in the academic setting; training on a latex arm and on each other's arms.<\/jats:p><\/jats:sec>","DOI":"10.1111\/jocn.13748","type":"journal-article","created":{"date-parts":[[2017,2,2]],"date-time":"2017-02-02T16:42:45Z","timestamp":1486053765000},"page":"4255-4266","source":"Crossref","is-referenced-by-count":20,"title":["Defining and comparing learning actions in two simulation modalities: students training on a latex arm and each other's arms"],"prefix":"10.1111","volume":"26","author":[{"given":"Monika","family":"Ravik","sequence":"first","affiliation":[{"name":"Department of Nursing Science University of Oslo Oslo Norway"},{"name":"Faculty of Health and Social Studies University College of Southeast Norway Porsgrunn Norway"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Anton","family":"Havnes","sequence":"additional","affiliation":[{"name":"Centre for the Study of Professions Oslo Norway"},{"name":"Akershus University College of Applied Sciences Oslo Norway"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ida Torunn","family":"Bj\u00f8rk","sequence":"additional","affiliation":[{"name":"Department of Nursing Science University of Oslo Oslo Norway"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2017,3,27]]},"reference":[{"key":"e_1_2_12_2_1","doi-asserted-by":"publisher","DOI":"10.1177\/0193945908328264"},{"key":"e_1_2_12_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365-2648.2006.03810.x"},{"key":"e_1_2_12_4_1","doi-asserted-by":"publisher","DOI":"10.1046\/j.1440-1800.1999.00005.x"},{"key":"e_1_2_12_5_1","doi-asserted-by":"publisher","DOI":"10.5430\/jnep.v5n11p131"},{"key":"e_1_2_12_6_1","doi-asserted-by":"publisher","DOI":"10.4135\/9781452204840"},{"key":"e_1_2_12_7_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365-2648.2010.05338.x"},{"key":"e_1_2_12_8_1","doi-asserted-by":"publisher","DOI":"10.4236\/abb.2013.41A018"},{"key":"e_1_2_12_9_1","unstructured":"Cappelen DammPPS(2014)Praktiske prosedyrer i sykepleien [Practical Skills in Nursing] [Internet]. 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