earticle

영어

Purpose: This study aimed to explore nursing students’ experiences of performing peripheral intravenous (IV) injections on human subjects through focus group interviews (FGIs), and to provide the foundational data for enhancing clinical skill education. Methods: Nineteen senior nursing students who had performed human-based IV injections within the previous six months participated in three FGIs. The data were collected using semi-structured questions and analyzed through Downe-Wamboldt’s content analysis. Research design was established using Guba and Lincoln’s criteria of credibility, transferability, dependability, and confirmability. Results: Six categories and 17 subcategories emerged. The categories were: (1) psychological reactions before practice (anxiety, reduced self-efficacy, learning motivation), (2) challenges and interactions during practice (tension, peer responsibility, success, feedback impact), (3) post-practice self-awareness and professional identity(confidence change, role recognition, vocational calling), (4) clinical competence and learning growth (skills and knowledge, problem-solving, communication), (5) experiences of failure and resilience (discouragement, coping strategies), and (6) learning environment and educational support(resources, guidance, collaborative learning). Students described both emotional distress and positive growth, highlighting the role of repeated practice and constructive feedback. Conclusion: Human-based IV practice fostered emotional adaptation, clinical competence, and professional identity in nursing students. Supportive feedback from instructors and peers, along with realistic training resources, enhanced confidence and resilience. These findings suggest that structured IV training programs reflecting actual clinical settings are essential for improving students’ performance and professionalism, and provide practical insights for nursing education.