The Effect of Deliberate Practice and Peer Mentoring on Baccalaureate Nursing Students’ Competence in Vital Signs, Breath Sounds, and Heart Sounds
Jennifer Gunberg Ross, PhD, RN, CNE
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Background: Nursing students often do not have adequate opportunities to practice psychomotor skills within patient care settings, but skill decay can occur without regular practice.
Methods: A one-group, repeated-measures study (n=69) explored the effect of deliberate practice with peer mentoring on skill competence and retention in baccalaureate nursing students. Skill competence in vital signs, and auscultation of breath and heart sounds was measured using a task-specific checklist before, immediately after, and four months after a deliberate practice program with peer mentoring.
Results: Skill competence in vital signs significantly increased after deliberate practice. Skill competence in vital signs, and auscultation of breath and heart sounds did not significantly change four months after deliberate practice indicating skill retention.
Conclusions: This study suggests that the use of deliberate practice with peer mentoring may be an effective teaching strategy to enhance skill competence and retention; however more research is needed to support these findings.
|Review Type||None: Sigma Grant Recipient Report|
|Evidence Level||Quasi-Experimental Study, Other|
|Research Approach||Quantitative Research|
|Keywords||education, baccalaureate nursing;
education - nursing;
|CINAHL Subject(s)||Education, Nursing, Baccalaureate;
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