The aim of the study was to evaluate individually uploaded Internet materials about catheter insertion and removal in terms of their educative value” Sevinc (20190.
AIM: The aim of the study was to evaluate individually uploaded Internet materials about catheter insertion and removal in terms of their educative value.
METHODS: YouTube videos for both catheter insertion and catheter removal were investigated. Rating, like, dislike, the position of a patient, maneuvers during removal, immediate coverage of removal site, and type of cover material were noted. A survey regarding daily practices for catheter interventions and approaches to educative social media platforms had been taken from medical professionals as well to determine the effect of social media on learning practices.
RESULTS: A total of 50 insertion and 35 removal videos were investigated. The popularity of insertion and removal videos was 4.7 (1.6-16.5) and 1.88 (0.66-4.54), respectively. ( p = 0.011). The position of a patient during insertion was supine in 80%, Trendelenburg in 18%, and upright in 82.9% of the removal videos ( p = 0.000). The survey showed that medical professionals watched insertion videos (66%) more than removal videos (11.7%) ( p = 0.002). Catheter insertion positions were similar among participants ( p = 0.553). Removal positions were different in specialties ( p = 0.023) in which especially nephrologists tend to remove the catheter at the sitting position.
CONCLUSION: Medical professionals think that removal is an easier procedure than insertion. They both search more for insertion videos and upload more insertion videos. Insertion practices are similar among different specialties. However, removal practices are more heterogeneous. Individually uploaded catheter videos at YouTube are not reliable educative materials. More free official work should be produced to maintain sufficient qualified online material on social media platforms.
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Sevinc, M. (2019) Educational value of Internet videos in vascular access. The Journal of Vascular Access. May 14th. . doi: 10.1177/1129729819845956.