Approaches to Teaching Peripheral Venous Puncture: A Scoping Review.

Abstract

This scoping review aimed to describe and analyze educational methodologies used for teaching peripheral venipuncture to nursing students. The study was conducted according to the guidelines of the Joanna Briggs Institute and the PRISMA-ScR. Primary studies that addressed educational methodologies used for teaching peripheral venipuncture were included. The research question was as follows: "What are the educational methodologies used for teaching nursing students about peripheral venipuncture?" The searches were carried out in the MEDLINE, SciELO, LILACS, BDENF, Embase, Scopus, and ScienceDirect databases. The results were evaluated through the synthesis of the selected articles. Thirty-seven studies were included, and the most frequent methodologies were clinical simulation with manikins, educational hypermedia, instructional videos, digital games, interactive software, and virtual reality. Simulation was noted for enhancing technical performance, while digital resources promoted engagement, self-confidence, and autonomous learning. The most common study designs were experimental, descriptive, and methodological, with the use of validated instruments to assess knowledge, skills, and student perception. The mapped educational methodologies facilitate the teaching of peripheral venipuncture, contributing to the development of technical competencies and safety in practice. The adoption of hybrid approaches, integrating digital technologies with supervised practice, is recommended to strengthen nursing education in peripheral venipuncture.