Table 1

Interprofessional intravenous-cannulation course outline and learning outcomes

Flipped classroom (student effort: 1 hour):
  1. Preparation with E-Book - The e-book contains the basics that are required for both parts (basics of hygienic hand disinfection, basics of venipuncture), combined with work assignments and study questions)

  • Module 1: Hand disinfection: Theory and short MCQ questionnaire

  • Module 2: Taking blood samples: where and how, pitfalls, tutorial video, 8 min (in German). (, CC BY-NC-ND 4.0)

  • Module 3: Intravenous cannulation: where and how, contraindications, pitfalls, complications, with tutorial video, 9 min (in German). (, CC BY-NC-ND 4.0)

Course part 1 (Duration: 2 hours)Course part 2 (Duration: 2 hours)
Theory 15 min intravenous- cannulation
15 min taking blood samples
Practice (2 hours) practice on model /practice on peers (voluntary)
Practice (90 min)
Practice on model
Practice on peers
Available materials: Positioning aids for the patient's arm, gauze, alcohol swab, tourniquet, intravenous cannulas (18G, 20G), cannula dressing, disposal container, gloves
Tutor concurrent feedbackTutor concurrent feedback
Further practice: Room and practice model provided for further practice
KnowledgeList the indications, risks and complications of the procedure; Name the materials and preparatory steps necessary for the intervention; Explain the criteria for choosing a suitable location for the procedure; List and justify the hygiene guidelines for the procedure; Explain important basic rules of the technique; Describe common principles underlying the different institutional standards;
SkillsAdequately inform normal adults in a standard situation about the indications, risks and procedure of the intervention; Prepare for the procedure (including providing the necessary materials, labelling tubes, checking the patient's identity, positioning, etc); Determine a puncture site for the procedure; Correctly perform the intervention, following the hygiene guidelines; Assess own abilities and determine when to call for help in case of problems; Constructively exchange ideas with other participants.
AttitudesAssess the patient's fears and apprehensions about the procedure; Assess how the procedure is experienced from the patient's point of view; Support a climate of constructive cooperation between different professions; Reflect on one’s function and tasks within an interprofessional team