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 journalArticlepeer-review

15 Scopus citations

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 - Feb 2011
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Education
  • Nursing(all)
  • Review and Exam Preparation

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