{"title":"刻意练习是强化留置导尿技能的可行方法吗？试点研究","authors":"","doi":"10.1016/j.teln.2024.05.011","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>Deliberate practice (DP) - effortful, frequent practice sessions with expert feedback - may improve skill performance but the frequency and method of reinforcing psychomotor skills is not well understood.</p></div><div><h3>Aim</h3><p>Investigate the feasibility and acceptability of study procedures in preparation for a larger study of DP.</p></div><div><h3>Methods</h3><p><span>Baccalaureate nursing students (</span><em>n</em><span>=10) deemed competent in indwelling urinary catheter (IUC) placement from a large Western University participated. Baseline female IUC performance was assessed. Participants were randomized into an intervention group (monthly practice for three months using DP) or a control group (monthly catheter insertion education). End of semester performance was then assessed.</span></p></div><div><h3>Results</h3><p>At baseline both groups performed the skill similarly, and made similar mistakes. At the end of the study the control group performed 59 out of 80 steps correctly, while the intervention group collectively performed 77 out of 80 steps correctly.</p></div><div><h3>Conclusion</h3><p>In this pilot study, monthly DP shows promise to be a feasible method for increasing IUC placement skills among undergraduate nursing students. Implications for conducting a larger intervention study are discussed.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2024-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Is deliberate practice a feasible method for reinforcing indwelling urinary catheterization skill? A pilot study\",\"authors\":\"\",\"doi\":\"10.1016/j.teln.2024.05.011\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>Deliberate practice (DP) - effortful, frequent practice sessions with expert feedback - may improve skill performance but the frequency and method of reinforcing psychomotor skills is not well understood.</p></div><div><h3>Aim</h3><p>Investigate the feasibility and acceptability of study procedures in preparation for a larger study of DP.</p></div><div><h3>Methods</h3><p><span>Baccalaureate nursing students (</span><em>n</em><span>=10) deemed competent in indwelling urinary catheter (IUC) placement from a large Western University participated. Baseline female IUC performance was assessed. Participants were randomized into an intervention group (monthly practice for three months using DP) or a control group (monthly catheter insertion education). End of semester performance was then assessed.</span></p></div><div><h3>Results</h3><p>At baseline both groups performed the skill similarly, and made similar mistakes. At the end of the study the control group performed 59 out of 80 steps correctly, while the intervention group collectively performed 77 out of 80 steps correctly.</p></div><div><h3>Conclusion</h3><p>In this pilot study, monthly DP shows promise to be a feasible method for increasing IUC placement skills among undergraduate nursing students. Implications for conducting a larger intervention study are discussed.</p></div>\",\"PeriodicalId\":46287,\"journal\":{\"name\":\"Teaching and Learning in Nursing\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2024-06-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching and Learning in Nursing\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1557308724001094\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Learning in Nursing","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1557308724001094","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NURSING","Score":null,"Total":0}
Is deliberate practice a feasible method for reinforcing indwelling urinary catheterization skill? A pilot study
Background
Deliberate practice (DP) - effortful, frequent practice sessions with expert feedback - may improve skill performance but the frequency and method of reinforcing psychomotor skills is not well understood.
Aim
Investigate the feasibility and acceptability of study procedures in preparation for a larger study of DP.
Methods
Baccalaureate nursing students (n=10) deemed competent in indwelling urinary catheter (IUC) placement from a large Western University participated. Baseline female IUC performance was assessed. Participants were randomized into an intervention group (monthly practice for three months using DP) or a control group (monthly catheter insertion education). End of semester performance was then assessed.
Results
At baseline both groups performed the skill similarly, and made similar mistakes. At the end of the study the control group performed 59 out of 80 steps correctly, while the intervention group collectively performed 77 out of 80 steps correctly.
Conclusion
In this pilot study, monthly DP shows promise to be a feasible method for increasing IUC placement skills among undergraduate nursing students. Implications for conducting a larger intervention study are discussed.
期刊介绍：
Teaching and Learning in Nursing is the Official Journal of the National Organization of Associate Degree Nursing. The journal is dedicated to the advancement of Associate Degree Nursing education and practice, and promotes collaboration in charting the future of health care education and delivery. Topics include: - Managing Different Learning Styles - New Faculty Mentoring - Legal Issues - Research - Legislative Issues - Instructional Design Strategies - Leadership, Management Roles - Unique Funding for Programs and Faculty
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