American Journal of Nursing Research
ISSN (Print): 2378-5594 ISSN (Online): 2378-5586 Website: Editor-in-chief: Apply for this position
Open Access
Journal Browser
American Journal of Nursing Research. 2020, 8(2), 192-198
DOI: 10.12691/ajnr-8-2-8
Open AccessArticle

Effect of Applying Program Based Learning on Nurse's Performance and Self-efficacy Regarding Arterial Blood Puncture

Hayat Mohamed Abd Elkader1, Eman SM Shahin2, and Amal Bakr Abo El-Ata2

1Lecturer in Medical Surgical Nursing Department, Faculty of Nursing, Port Said University, Port Said, Egypt

22Assistant Professor in Medical Surgical Nursing Department, Faculty of Nursing, Port Said University, Port Said, Egypt

Pub. Date: February 03, 2020

Cite this paper:
Hayat Mohamed Abd Elkader, Eman SM Shahin and Amal Bakr Abo El-Ata. Effect of Applying Program Based Learning on Nurse's Performance and Self-efficacy Regarding Arterial Blood Puncture. American Journal of Nursing Research. 2020; 8(2):192-198. doi: 10.12691/ajnr-8-2-8


Background: Arterial blood puncture is one of the most complex parts of nursing practice. Purpose: Evaluate effect of applying program based learning on nurse's performance and self-efficacy regarding arterial blood puncture. Method: Quasi experimental research design has been utilized in this study. This study was conducted at four hospitals affiliated to ministry of health. A convenient sample of 70 nurses was included. Three tools were utilized for collecting data; first tool was a questionnaire to assess nurses' knowledge regarding arterial blood puncture. Second tool was observational checklist of arterial blood puncture procedure. The last one was arterial blood puncture self-efficacy scale. Results: the study results revealed improvement in nurses' knowledge and practice regarding arterial blood puncture after applying the program based learning. A significant difference was founded between levels of nurses' self-efficacy about arterial puncture after program implementation with p-value of 0.000. While, hospitals where nurses working are associated significantly with total self-efficacy of nurses regarding arterial blood puncture. Conclusion: the current study concluded that the program based learning about arterial puncture improves nurses' knowledge, practice and self-efficacy. Additionally, regular training program regarding arterial blood puncture should be applied in hospitals. Conducting the same study in larger sample is recommended.

Keywords: Arterial blood puncture nurse performance self-efficacy

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit


[1]  Thorat, R., Dani,p., Gupta H. (2017). Effectiveness of Structured Teaching Programme on Knowledge Regarding Arterial Blood Gas (ABG) Analysis among Staff Nurses, International Journal of Science and Research (IJSR) 6 (11), 1545-49.
[2]  Castro, D., &Keenaghan, M. (2019). Arterial Blood Gas. In StatPearls [Internet]. StatPearls Publishing.‏ at 6 -9-2019.
[3]  Bijapur, M. B., Kudligi, N. A., &Asma, S. (2019). Central Venous Blood Gas Analysis: An Alternative to Arterial Blood Gas Analysis for pH, PCO. Indian Journal of Critical Care Medicine, 23(6), 259-262
[4]  Hernández-Padilla, J. M., Granero-Molina, J., Márquez-Hernández, V. V., Suthers, F., & Fernández-Sola, C. (2016). Development and psychometric evaluation of the arterial puncture self-efficacy scale. Nurse education today, 40, 45-51.‏
[5]  Haldar, D., &Dwari, A. K. (2019).Arterial Blood Gas (Abg) Analysis Among Chronic Respiratory Patients Admitted In A Tertiary Care Teaching Institution At Kolkata, India. International Journal of Scientific Research, 8(6), 2277-8179.
[6]  Sabaq, A. G., El-aasar, H. N., & Mohammed, M. (2019). Effect of Educational Program on Improving Nurses' Performance Regarding Arterial Blood Gases Sampling for Critically Ill Children. International journal of Nursing Didactics, 9(05), 01-10.‏
[7]  Thulasimani, D. (2010). A study to assess the effectiveness of structured teaching programme on knowledge regarding arterial blood gas analysis among the staff nurses who are working in ICU of Vinayaka mission hospital at Salem (Doctoral dissertation, College of Nursing, Dharamarathna kara Dr. Mahalingam Institute of Paramedical Sciences and Research, Erode).‏
[8]  Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-Efficacy beliefs of adolescents (pp.307-337). Greenwich, CT: Information Age Publishing.
[9]  Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191-215.
[10]  Orgun, F., &Karaoz, B. (2014). Epistemological beliefs and the Self-efficacy Scale in nursing students. Nurse Education Today, 34, e37-e40.
[11]  Roh, Y.S, &Issenberg, S.B. (2014). Association of cardiopulmonary resuscitation psychomotor skills with knowledge and self-efficacy in nursing students. International Journal of Nursing Practice, 20, 674-679.
[12]  Hernández-Padilla, J., Suthers, F., Fernández-Sola, C., & Granero-Molina, J. (2014). Development and psychometric assessment of the basic resuscitation skills self-efficacy scale. European Journal of Cardiovascular Nursing, Epub ahead of prin.
[13]  Hernández-Padilla, J.M., Suthers, F., Granero-Molina, J., & Fernández-Sola, C. (2015). Effects of two retraining strategies on nursing students’ acquisition and retention of BLS/AED skills: A cluster randomised trial. Resuscitation, 93, 27-34.
[14]  Britton, K. L. (2017). Descriptive comparative study of nursing faculty self-efficacy in the simulation setting (Doctoral dissertation, Capella University).‏
[15]  Garner, S. L., Killingsworth, E., Bradshaw, M., Raj, L., Johnson, S. R., Abijah, S. P., ... & Victor, S. (2018). The impact of simulation education on self-efficacy towards teaching for nurse educators. International nursing review, 65 (4), 586-595.‏
[16]  Simundic, A.M., Cornes, M., Grankvist, K., Lippi, G., Nybo, M., Kovalevskaya, S., Church, S. (2013). Survey of national guidelines, education and training on phlebotomy in 28 European countries: an original report by the European Federation of Clinical Chemistry and Laboratory Medicine (EFLM) working group for the pre-analytical phase (WG-PA). Clinical Chemistry and Laboratory Medicine, 51, 1585-1593.
[17]  Kleinpell, R.M. (2006). Skills taught in acute care NP programs: a national survey. The Nurse Practicioner, 31(2), 7, 11-13.
[18]  Crawford, A. (2004). An audit of the patient's experience of arterial blood gas testing. British Journal of Nursing, 13(9), 529-532.
[19]  Goldsworthy, S. (2016). Mechanical Ventilation Education and Transition of Critical Care Nurses into Practice. Critical Care Nursing Clinics, 28(4), 399-412.‏
[20]  Hemavathy V., Girijabhaskaran, Nongphud J. (2016). A study to assess the effectiveness of structured teaching programme on knowledge regarding arterial blood gas analysis among the staff nurses at selected hospital, Chennai. International Journal of Applied Research; 2(4): 541-542.
[21]  Burns, G. P. (2014). Arterial blood gases made easy. Clinical Medicine, 14(1), 66-68.‏
[22]  Mohammed, H. M., &Abdelatief, D. A. (2016).Easy blood gas analysis: Implications for nursing. Egyptian Journal of Chest Diseases and Tuberculosis, 65(1), 369-376.‏
[23]  World Health Organization. (2016). WHO guidelines on drawing blood: best practices in phlebotomy. 2010. Available at: whqlibdoc. who. int/publications/2010/9789241599221_eng. pdf.
[24]  Larkin, B. G., & Zimmanck, R. J. (2015).Interpreting arterial blood gases successfully. AORN journal, 102(4), 343-357.
[25]  Roman, M., Thimothee, S., & Vidal, J. E. (2008). Arterial blood gases. Medsurg Nursing, 17(4), 268-9.‏
[26]  Kaur, A. and Charan, G.S. (2018). A Study to Assess the Effectiveness of STP on Knowledge and Practice Regarding ABGs among ICU Nurses in Selected Hospitals at Jalandhar, Punjab. International Journal of Health Sciences and Research. 8(8), 182-188.
[27]  Marco, A.V.V., Castillo, C.M., and Soler, L.M. (2008). Local Anesthesia in Arterial Puncture: Nurses’ Knowledge and Attitudes. Arch Bronconeumol. 44(7), 360-3.
[28]  Schneiderman, J., Corbridge, S., &Zerwic, J. J. (2009). Demonstrating the effectiveness of an online, computer-based learning module for arterial blood gas analysis. Clinical Nurse Specialist, 23(3), 151-155.‏
[29]  Hernández-Padilla1 J.M., Granero-Molina J. Márquez-Hernández V. V., Cortés-Rodríguez A.E. & Fernández-Sola C.(2017). Effects of a simulation-based workshop on nursing students' competence in arterial puncture. Acta Paul Enferm. 2016; 29(6), 678-85.
[30]  Chee, B.C., Baldwin, I.C., Fealy, N.G. and Rogan, J.J. (2011). Program for intensive care nurses: A descriptive, explorative study. Australian Critical Care, 24(2), 117-125.