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


CONCLUSIONS
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.
Cox
Jill
J
Englewood Hospital and Medical Center, Englewood, NJ 07631, USA. jill.cox@ehmc.com
Roche
Sharon
S
Van Wynen
Elizabeth
E
D000328:Adult; D003194:Computer-Assisted Instruction / Q000379:methods*; D003422:Critical Care / Q000379:methods; D004507:Education, Nursing, Associate / Q000379:methods*; D004521:Educational Measurement; D005260:Female; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D008297:Male; D008875:Middle Aged; D013527:Perioperative Nursing / Q000193:education* / Q000379:methods; D003668:Pressure Ulcer / Q000451:nursing*; D055815:Young Adult