Abstract：
UNASSIGNED: Peripheral intravenous catheter (PIVC) placement is the most common invasive clinical procedure, often performed by nurses in hospitals worldwide. This study aimed to assess the effect of clinical guideline education on the knowledge and practice of nurses for PIVC placement based on short message service (SMS).
UNASSIGNED: In a quasi-experimental study with parallel groups, 66 nurses working in two general university hospitals in Iran were enrolled. Data was collected from 2017 to 2018. PIVC placement was assessed before, immediately, and 4 weeks after educational intervention based on SMS (twice a day for 10 days).
UNASSIGNED: Nurses\' knowledge score immediately after intervention versus before intervention was higher in the intervention group than in the control group (4.48 vs -0.70; p < 0.001). Nurses\' knowledge score in 4 weeks after intervention versus immediately after intervention was lower in the intervention group than in the control group (0.03 vs 0.42; p = 0.014). Nurses\' knowledge scores 4 weeks after intervention versus before intervention was higher in the intervention group than in the control group (4.52 vs -0.27; p < 0.001). Nurses\' practice score immediately after intervention versus before intervention was higher in the intervention group than in the control group (0.57 vs -0.18; p = 0.174). Nurses\' practice score 4 weeks after intervention vs immediately after intervention was higher in the intervention group than in the control group (-0.10 vs -0.38; p = 0.046). Nurses\' practice scores 4 weeks after intervention versus before intervention was higher in the intervention group than in the control group (0.47 vs -0.56; p = 0.001).
UNASSIGNED: Educational intervention by SMS had a significant effect on increasing the knowledge and practice of nurses toward clinical guidelines for PIVC placement. Therefore, it is suggested that educational intervention by SMS be conducted to improve nurses\' knowledge as an effective educational method.
UNASSIGNED: In a quasi-experimental study with parallel groups, 66 nurses working in two general university hospitals in Iran were enrolled. Data was collected from 2017 to 2018. PIVC placement was assessed before, immediately, and 4 weeks after educational intervention based on SMS (twice a day for 10 days).
UNASSIGNED: Nurses\' knowledge score immediately after intervention versus before intervention was higher in the intervention group than in the control group (4.48 vs -0.70; p < 0.001). Nurses\' knowledge score in 4 weeks after intervention versus immediately after intervention was lower in the intervention group than in the control group (0.03 vs 0.42; p = 0.014). Nurses\' knowledge scores 4 weeks after intervention versus before intervention was higher in the intervention group than in the control group (4.52 vs -0.27; p < 0.001). Nurses\' practice score immediately after intervention versus before intervention was higher in the intervention group than in the control group (0.57 vs -0.18; p = 0.174). Nurses\' practice score 4 weeks after intervention vs immediately after intervention was higher in the intervention group than in the control group (-0.10 vs -0.38; p = 0.046). Nurses\' practice scores 4 weeks after intervention versus before intervention was higher in the intervention group than in the control group (0.47 vs -0.56; p = 0.001).
UNASSIGNED: Educational intervention by SMS had a significant effect on increasing the knowledge and practice of nurses toward clinical guidelines for PIVC placement. Therefore, it is suggested that educational intervention by SMS be conducted to improve nurses\' knowledge as an effective educational method.
摘要：
■外周静脉导管（PIVC）放置是最常见的侵入性临床程序，通常由世界各地医院的护士执行。本研究旨在评估临床指南教育对基于短消息服务（SMS）的PIVC安置护士知识和实践的影响。
■在平行组的准实验研究中，在伊朗两家普通大学医院工作的66名护士被录取。数据收集自2017年至2018年。PIVC放置之前进行了评估，立即,以及基于SMS的教育干预后4周（每天两次，共10天）。
■干预后即刻与干预前相比，干预组的护士知识得分高于对照组（4.48vs-0.70；p<0.001）。干预组干预后4周护士知识得分低于对照组(0.03vs0.42;p=0.014)。干预组干预后4周护士知识得分高于干预前（4.52vs-0.27；p<0.001）。干预组干预后即刻护士实践得分高于对照组(0.57vs-0.18;p=0.174)。干预组干预后4周与干预后即刻护士的实践评分高于对照组（-0.10vs-0.38；p=0.046）。干预组干预后4周护士实践评分高于干预前(0.47vs-0.56;p=0.001)。
■通过SMS进行的教育干预对增加护士对PIVC放置的临床指南的知识和实践具有重要作用。因此,建议通过SMS进行教育干预，以提高护士的知识水平，这是一种有效的教育方法。
■在平行组的准实验研究中，在伊朗两家普通大学医院工作的66名护士被录取。数据收集自2017年至2018年。PIVC放置之前进行了评估，立即,以及基于SMS的教育干预后4周（每天两次，共10天）。
■干预后即刻与干预前相比，干预组的护士知识得分高于对照组（4.48vs-0.70；p<0.001）。干预组干预后4周护士知识得分低于对照组(0.03vs0.42;p=0.014)。干预组干预后4周护士知识得分高于干预前（4.52vs-0.27；p<0.001）。干预组干预后即刻护士实践得分高于对照组(0.57vs-0.18;p=0.174)。干预组干预后4周与干预后即刻护士的实践评分高于对照组（-0.10vs-0.38；p=0.046）。干预组干预后4周护士实践评分高于干预前(0.47vs-0.56;p=0.001)。
■通过SMS进行的教育干预对增加护士对PIVC放置的临床指南的知识和实践具有重要作用。因此,建议通过SMS进行教育干预，以提高护士的知识水平，这是一种有效的教育方法。
