[The learning of basic nursing procedures a comparision of two methods].

Area of Science:

• Nursing Education
• Medical Simulation
• Clinical Skills Training

Context:

• Evaluating the effectiveness of nursing laboratory training for fundamental procedures.
• Assessing the impact of different training strategies on student performance in real-world clinical situations.
• Investigating the learning curve for basic nursing procedures like bladder catheterization.

Purpose:

• To compare the number of mistakes made by nursing students with and without prior laboratory training in bladder catheterization.
• To evaluate the efficacy of a self-instructional strategy versus traditional methods in nursing laboratory training.
• To identify associations between student demographics, training methods, and performance outcomes.

Summary:

• Sixty-four female nursing students with no prior experience in bladder catheterization were divided into three groups: control (no lab training), traditional lab training, and self-instructional lab training.
• All students performed bladder catheterization on a patient under supervision. Statistical analysis revealed no significant difference in the number of mistakes made between the control group and the trained groups, or between the two training groups.
• No statistical association was found between age, evaluation test scores, or number of mistakes. The self-instructional strategy, despite variable completion times, was highly favored by students.

Impact:

• Findings suggest that laboratory training, in general, may not significantly reduce errors in initial bladder catheterization compared to no training.
• The self-instructional strategy shows promise as a student-preferred method for nursing laboratory training, warranting further investigation for broader application.
• This study provides insights into optimizing nursing education methodologies to enhance clinical skills acquisition and student confidence.