Cynthia E Johnson1, Laura P Kimble, Susan Sweat Gunby, Alison H Davis. 1. Author Affiliations: Clinical Assistant Professor of Nursing (Dr Johnson), Division of Nursing, Berry College, Mount Berry, Georgia; Assistant Dean for Clinical Advancement and Clinical Professor (Dr Kimble), Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, Georgia; and Professor (Dr Gunby), Georgia Baptist College of Nursing, Mercer University, Atlanta; and Assistant Professor of Nursing and Director Nursing Skills and Technology Center (Dr Davis), Sister Henrietta Guyot Endowed Professorship in Nursing, LSU Health-New Orleans School of Nursing, New Orleans, Louisiana.
Abstract
BACKGROUND: Quality, safe patient care is dependent on graduates who are proficient in the psychomotor skills of nursing. Competent skill acquisition and retention are key to reducing skill-based errors and reducing the risk of adverse patient events. PURPOSE: The purpose of this study was to explore the effect of deliberate practice combined with skill practice during high-fidelity simulation (HFS) scenarios on urinary catheter insertion skill competency and retention in prelicensure nursing students. METHODS: A convergent, parallel mixed-methods design was used. RESULTS: The group participating in skill practice before and during HFS scenarios demonstrated a reduction in errors when performing the skill and an improvement in retention of skill competency. CONCLUSIONS: This article describes how the combination of deliberate skill practice prior to and during HFS scenarios may improve student skill acquisition and retention.
BACKGROUND: Quality, safe patient care is dependent on graduates who are proficient in the psychomotor skills of nursing. Competent skill acquisition and retention are key to reducing skill-based errors and reducing the risk of adverse patient events. PURPOSE: The purpose of this study was to explore the effect of deliberate practice combined with skill practice during high-fidelity simulation (HFS) scenarios on urinary catheter insertion skill competency and retention in prelicensure nursing students. METHODS: A convergent, parallel mixed-methods design was used. RESULTS: The group participating in skill practice before and during HFS scenarios demonstrated a reduction in errors when performing the skill and an improvement in retention of skill competency. CONCLUSIONS: This article describes how the combination of deliberate skill practice prior to and during HFS scenarios may improve student skill acquisition and retention.