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The deliberate practice of procedural nursing skills: Effects of block-random sequencing on long-term retention

Cerniglia, Andrew J
http://rave.ohiolink.edu/etdc/view?acc_num=kent1573243637786433

Abstract Details

2019, PHD, Kent State University, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences.
The primary purpose of the study was to determine whether the block randomization of deliberately-practiced nursing skills results in an increase in long-term retention. The study utilized a pre-test post-test, within-subjects design. Student performance was assessed prior to and immediately after training. Sterile dressing change and venipuncture skills were practiced, with each subject practicing one of the skills procedurally and the other skill in block-random fashion. A practical measure of long-term retention was administered three weeks after training. A total of 46 subjects began the study. However, absences on training days and attrition from second to third quarter of the program depressed participation. Thirty adult education LPN students at a small, midwestern vocational school, ranging in ages from 20 to 58 and averaging 30 years of age completed all components of the study. Thirteen of the 30 subjects had completed varying degrees of post-secondary coursework. Results failed to demonstrate significant differences for practice condition and the interaction of time and practice condition. A main effect for time was realized for both skills. The pre-announced nature of the measure of long-term retention may have obscured additional effects. A more tightly controlled study, utilizing applied pre- and post-assessments, in addition to an unannounced measure of long-term retention could answer these questions more definitively. A lab of programmable, high fidelity simulators would allow for the automation and precise control of such a study.
Bradley Morris, Ph.D. (Committee Chair)
Albert Ingram, Ph.D. (Committee Member)
Chris Was, Ph.D. (Committee Member)
86 p.
Adult Education; Educational Psychology; Educational Theory; Nursing
deliberate practice; desirable difficulties; nursing skills; long-term retention; block-randomized design

Recommended Citations

Citations

  • Cerniglia, A. J. (2019). The deliberate practice of procedural nursing skills: Effects of block-random sequencing on long-term retention [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1573243637786433

    APA Style (7th edition)

  • Cerniglia, Andrew. The deliberate practice of procedural nursing skills: Effects of block-random sequencing on long-term retention. 2019. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1573243637786433.

    MLA Style (8th edition)

  • Cerniglia, Andrew. "The deliberate practice of procedural nursing skills: Effects of block-random sequencing on long-term retention." Doctoral dissertation, Kent State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1573243637786433

    Chicago Manual of Style (17th edition)

kent1573243637786433
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© 2019, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.