Conectar
To assess self-reported practices and knowledge of nurses and prescribers (i.e., physicians and nurse practitioners) on intravenous fluid therapy, and to evaluate how this is documented through a clinical documentation review.
Multicentre cross-sectional study, between April 2022 and July 2022, across 13 wards from four Dutch hospitals.
A survey study was conducted to assess self-reported practices related to intravenous fluid therapy. A 12-item questionnaire evaluated knowledge. To gain insights into documentation practices, a retrospective chart review was performed. Data analysis involved descriptive statistics, with group differences analysed using the chi-squared test or Fisher's exact test, as appropriate.
Three hundred and four healthcare professionals completed the questionnaire (92% nurses). The majority of prescribers (n = 20/25; 80%) expected that nurses would start, stop or change intravenous fluid therapy. Overall, the median number of correct answers to knowledge questions was eight (IQR 7–9, range 0–12); four participants (1%) answered all knowledge questions correctly. Knowledge about the composition of sodium chloride 0.9% solution was limited. Analysis of patient charts revealed that 54% (196/362) received intravenous fluids, most commonly 0.9% sodium chloride infusion (168/195; 86%), although the indication was described in 3% (6/196). Thirty-one percent (61/196) of patients received intravenous fluids to keep the vein open (< 30 mL/h).
The study identified shared responsibility, a knowledge gap, and limited documentation concerning intravenous fluids. Prescribers expect nurses to adjust intravenous fluids without consulting a prescriber, which aligns with what nurses do, although they are not legally authorised. Given the limited documentation of the indication for intravenous fluids, it is plausible that several patients received intravenous fluids unnecessarily.
The perceived shared responsibility presents an opportunity to develop a protocol engaging both prescribers and nurses, aiming to guide more targeted infusion therapy.
Reducing unnecessary infusions to keep-the-vein-open can help eliminate low-value care.
CROSS guideline.
No patient or public contribution.
Virtual scholarly events play an increasing role in doctoral education, particularly in nursing. The PhD Virtual Connect-event has been held annually for the past decade, evolving as a platform for engagement, knowledge exchange and professional development. However, its potential as a structured virtual Community of Practice remains underexplored.
This study explores the experiences of PhD students participating in the 9th and 10th editions (2023 and 2024) of the Sigma Theta Tau European Region's PhD Virtual Connect, examining how they perceive its alignment with Community of Practice principles and its role in doctoral nursing education.
A qualitative, open-ended survey was administered to the event participants who presented their studies across both editions, with responses being analysed using reflexive thematic analysis, followed by a comparative discussion of findings.
A total of 36 participants answered the survey. The analysis identified four key themes: developing a scholarly identity, reciprocity in feedback, structuring engagement and broadening research perspectives. Participants highlighted the event's role in strengthening academic confidence and fostering a sense of belonging. A shift towards peer-driven feedback and structured engagement in 2024 reflected increasing demand for organised discussions and thematic breakout sessions. These findings support the event's function as a dynamic Community of Practice, where participants co-construct knowledge, refine collaborative processes and navigate interdisciplinary learning.
The PhD Virtual Connect fosters scholarly engagement, mentorship and interdisciplinary exchange as an evolving virtual Community of Practice. While it sustains meaningful academic interaction, addressing digital inequities, enhancing interactive elements and formalising mentorship structures will be key to ensuring long-term inclusivity and engagement. Future research should examine the long-term impact of the virtual Community of Practice on academic career trajectories and professional networking in doctoral education.
No Patient or Public Contribution. This study focused on PhD nursing students' experiences in a virtual scholarly event, involving only academic participants. As it was not a healthcare intervention or service-related study, patient or public involvement was not applicable.
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