Retention of Basic Cardiac Life Support content: the effect of two teaching methods.
Does the method of instruction affect retention of Basic Cardiac Life Support (BCLS) knowledge and skill? This was the primary question addressed in a study conducted in a university school of nursing. The teaching methods studied were a lecture-demonstration-return demonstration method and a self-paced method. The sample consisted of 63 baccalaureate nursing students who were assigned to one of the two teaching methods. American Heart Association instructional materials and cognitive and performance tests were used with both treatment groups. Initial mastery and retention were tested during week two and eight respectively. Cognitive knowledge was retained at a mastery level by both groups at eight weeks. In addition, there was no difference in retention of performance skills based on teaching methods. However, neither group was able to demonstrate retention of performance skills at a mastery level. Additional data indicate the self-paced subjects spent less time in BCLS learning activities. While the self-paced instructional package was more costly on a one-time basis, repeated applications would decrease the cost/student.
D000328:Adult; D003365:Costs and Cost Analysis; D004508:Education, Nursing, Baccalaureate; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D008568:Memory; D011380:Programmed Instructions as Topic; D011597:Psychomotor Performance; D012151:Resuscitation / Q000193:education*; D012153:Retention, Psychology; D013663:Teaching / Q000379:methods*; D013997:Time Factors