The effects of various instructional methods on retention of knowledge about pressure ulcers among critical care and medical-surgical nurses

Jill Cox, Sharon Roche, Elizabeth van Wynen

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Background: To determine whether there was a difference in retention of knowledge about pressure ulcers with a traditional lecture versus computer-based instruction. Methods: A quasi-experimental, pretest/posttest design was used. Medical-surgical and critical care nurses (N = 60) were randomly assigned to a lecture, to computer-based instruction, or to a control group. Study participants were given the pressure ulcer knowledge test before and immediately after the program and at 3-month and 6-month intervals. Results: Analysis of variance showed statistically significant differences in pretest and posttest scores [F(2, 57) = 35.784, p=.000] and in posttest to 3-month scores [F(2, 57) = 18.427, p = 000] among the three groups. Conclusion: The most significant loss of pressure ulcer knowledge, regardless of educational method, occurred within the first 3 months. Based on these findings, quarterly education in pressure ulcer prevention is recommended to maintain knowledge. Computer-based instruction is a viable option for acquisition and retention of knowledge about pressure ulcer prevention.

Original languageEnglish (US)
Pages (from-to)71-78
Number of pages8
JournalJournal of continuing education in nursing
Volume42
Issue number2
DOIs
StatePublished - Jan 1 2011
Externally publishedYes

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Pressure Ulcer
Critical Care
nurse
Nurses
instruction
analysis of variance
Group
Analysis of Variance
education
Education
Control Groups

All Science Journal Classification (ASJC) codes

  • Review and Exam Preparation

Cite this

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abstract = "Background: To determine whether there was a difference in retention of knowledge about pressure ulcers with a traditional lecture versus computer-based instruction. Methods: A quasi-experimental, pretest/posttest design was used. Medical-surgical and critical care nurses (N = 60) were randomly assigned to a lecture, to computer-based instruction, or to a control group. Study participants were given the pressure ulcer knowledge test before and immediately after the program and at 3-month and 6-month intervals. Results: Analysis of variance showed statistically significant differences in pretest and posttest scores [F(2, 57) = 35.784, p=.000] and in posttest to 3-month scores [F(2, 57) = 18.427, p = 000] among the three groups. Conclusion: The most significant loss of pressure ulcer knowledge, regardless of educational method, occurred within the first 3 months. Based on these findings, quarterly education in pressure ulcer prevention is recommended to maintain knowledge. Computer-based instruction is a viable option for acquisition and retention of knowledge about pressure ulcer prevention.",
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The effects of various instructional methods on retention of knowledge about pressure ulcers among critical care and medical-surgical nurses. / Cox, Jill; Roche, Sharon; van Wynen, Elizabeth.

In: Journal of continuing education in nursing, Vol. 42, No. 2, 01.01.2011, p. 71-78.

Research output: Contribution to journalArticle

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