Neonatal Vascular Access: Nursing Students’ Knowledge and the Effect of an Educational Intervention

Abstract

Objective: This study aimed to evaluate the effectiveness of a structured neonatal vascular access and intravenous infusion training program on the knowledge of nursing students.
Methods: A prospective, quasi-experimental pretest-posttest study with a single-group design was conducted. The sample of the study consisted of 71 third- and fourth-year undergraduate nursing students who had completed Pediatric Nursing and/or Neonatal Nursing courses at Istanbul Bilgi University. Data were collected using a 48-item questionnaire developed to assess knowledge related to neonatal vascular access and intravenous infusion practices. The educational intervention comprised 4 hours of theoretical instruction and 1 hour of practical training delivered by educators from the Neonatal Nursing Association. The questionnaire was administered before and after the training. Data were analyzed using SPSS version 26.0. Ethical approval was obtained from the Istanbul Bilgi University Ethics Committee, and written informed consent was obtained from all participants.
Results: No statistically significant difference was observed between pretest and posttest scores for overall knowledge related to vascular access (p > 0.05). In contrast, posttest scores for catheter insertion, care, and management showed a statistically significant increase compared to pretest scores (p < 0.05), indicating improvement in knowledge related to these procedures. 
Conclusions: The findings suggest that structured training is effective in improving nursing students’ knowledge of neonatal vascular access, particularly in areas related to catheter insertion, care, and management. 

Keywords

• Newborn
• Infant
• Vascular Access Devices
• Nursing Education
• Knowledge

Supporting Institution

This study was supported by the TÜBİTAK 2209-A Undergraduate Research Project Program.

Project Number

1919B012472863

Ethical Statement

Ethical approval was obtained from the Istanbul Bilgi University Ethics Committee (Project No: 2025-10161-016; January 30, 2025). Written informed consent was obtained from all participants.

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