Abstract Background and aims Ultrasound-guided peripheral intravenous catheter (PIV) placement is increasingly performed by nurses and requires the acquisition of complex visuomotor and cognitive skills. Advanced simulation technologies have been developed to facilitate learning, yet their educational benefit when integrated into existing training curricula remains uncertain. Methods We conducted a single-center, randomized educational study comparing standard training with simulation-assisted training for ultrasound-guided PIV placement among nurses. Twenty nurses were randomized to a control group or a simulation group. Within three months, each nurse performed ten consecutive ultrasound-guided PIV placements in clinical settings. In the simulation group, the first five procedures were performed with simulation support and the last five without, to assess skill transfer. The primary outcome was procedural success rate. Results A total of 200 clinical procedures were analyzed. The overall success rate was 78.0%, with no significant difference between the control and simulation groups (77.9% vs 78.1%, p=1.000). Procedures in the simulation group were associated with longer completion times compared with the control group (12.23 vs 10.99 minutes, p=0.021). Learning curve analyses showed numerical improvements in procedure time over successive attempts in both groups, but no significant acceleration of learning in the simulation group. Self-perceived mastery did not differ between groups and remained stable over time. Conclusions Integrating advanced simulation tools into an existing nurse training curriculum did not improve procedural success and was associated with longer procedure times. These findings suggest that the educational impact of simulation depends less on technology alone than on its curricular integration and support for skill transfer. Conflict of interest Lucas di Meglio: nothing to disclose
Meglio et al. (2026) studied this question.