Effect of Training on IM Injection Practices
September 4, 2025 updated by: Nazike Duruk
The Effect of Training on Intramuscular Injection Practice Given to Nurses on Determining the VG Site, Using the Air Lock and Z Technique: A Randomized Controlled Trial
The aim of this study is to observe how many nurses perform the steps of creating an air lock, identifying the ventrogluteal site, and applying the Z-track technique in intramuscular injections after theoretical and practical training.
Research Hypotheses
- The rate of administering intramuscular injections into the ventrogluteal site will be higher in the intervention group that receives low-fidelity simulator-based training compared to the control group.
- The rate of applying the air-lock technique will be higher in the intervention group that receives low-fidelity simulator-based intramuscular injection training compared to the control group.
- The rate of applying the Z-track technique will be higher in the intervention group that receives low-fidelity simulator-based intramuscular injection training compared to the control group.
Study Overview
Status
Completed
Conditions
Intervention / Treatment
Detailed Description
This research was designed as a randomized controlled experimental study to observe the extent to which nurses perform the steps of creating an air lock, identifying the ventrogluteal site, and applying the Z-track technique in intramuscular injections after receiving theoretical and practical training.
Study Type
Interventional
Enrollment (Actual)
95
Phase
- Not Applicable
Contacts and Locations
This section provides the contact details for those conducting the study, and information on where this study is being conducted.
Study Locations
-
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Eski̇şehi̇r
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Eskişehir, Eski̇şehi̇r, Turkey (Türkiye), 26030
- Eskişehir Osmangazi Üniversitesi Sağlik, Uygulama Ve Araştirma Hastanesi
-
-
Participation Criteria
Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.
Eligibility Criteria
Ages Eligible for Study
19 years to 55 years (Adult)
Accepts Healthy Volunteers
Yes
Description
Inclusion criteria:
• Nurses working in inpatient services other than emergency, outpatient clinic, operating room and pediatrics of a Health Practice and Research Hospital
Exclusion Criteria:
• Nurses who do not agree to participate in the research and/or want to leave the research while it is continuing
Study Plan
This section provides details of the study plan, including how the study is designed and what the study is measuring.
How is the study designed?
Design Details
- Primary Purpose: Health Services Research
- Allocation: Randomized
- Interventional Model: Parallel Assignment
- Masking: Single
Arms and Interventions
Participant Group / Arm |
Intervention / Treatment |
|---|---|
|
Experimental: EXPERIMENTAL GROUP
EXPERIMENTAL GROUP CONSISTS OF 47 NURSES.
|
THE EXPERIMENT GROUP WAS GIVEN THEORETICAL AND APPLIED EDUCATION,
Other Names:
the injection was applied on the model by the researcher with the demonstration method according to the "Procedure Steps of Intramuscular Injection with the Z Technique from the Ventrogluteal Region".
This process was first ensured by the nurses, and then
Other Names:
|
|
Experimental: CONTROL GROUP
CONTROL GROUP CONSISTS OF 48 NURSES.
|
THE EXPERIMENT GROUP WAS GIVEN THEORETICAL AND APPLIED EDUCATION,
Other Names:
|
What is the study measuring?
Primary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
|---|---|---|
|
In the study, the effectiveness of the skill training given to nurses was measured.
Time Frame: Since the research was in the pre-test post-test design and the post-test was applied at least two weeks later, the data were collected in a period of up to four months.
|
In the evaluation, the observation form of the intramuscular injection procedure steps with the Z technique from the Ventrogluteal region was used.
After the trainings, the Student Satisfaction and Self-Confidence in Learning Scale was used.
The highest total score that can be obtained from the Student Satisfaction and Self-Confidence in Learning Scale is 65 and the lowest is 13.
The high score that can be obtained from the total of the scale indicates high satisfaction and self-confidence.
Since the reliability coefficients of the Student Satisfaction and Self-Confidence in Learning Scale and its sub-dimensions vary between 0.826 and 0.914, the scale was found to be reliable.
|
Since the research was in the pre-test post-test design and the post-test was applied at least two weeks later, the data were collected in a period of up to four months.
|
Collaborators and Investigators
This is where you will find people and organizations involved with this study.
Sponsor
Study record dates
These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.
Study Major Dates
Study Start (Actual)
February 1, 2019
Primary Completion (Actual)
September 8, 2022
Study Completion (Actual)
September 9, 2022
Study Registration Dates
First Submitted
August 8, 2022
First Submitted That Met QC Criteria
August 18, 2022
First Posted (Actual)
August 22, 2022
Study Record Updates
Last Update Posted (Estimated)
September 11, 2025
Last Update Submitted That Met QC Criteria
September 4, 2025
Last Verified
September 1, 2025
More Information
Terms related to this study
Keywords
Additional Relevant MeSH Terms
Other Study ID Numbers
- EskisehirAG
Drug and device information, study documents
Studies a U.S. FDA-regulated drug product
No
Studies a U.S. FDA-regulated device product
No
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