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Educating Intensive Care Nurses in Pressure Injury Staging by Using Analogy: A Quasi-experimental Study
Ceyda Yamaç1, Aliye Okgün Alcan
1Ceyda Yamaç, MSc, RN, is RN, Ege University Faculty of Medicine Hospital, Izmir, Turkey. Aliye Okgün Alcan, PhD, is Associate Professor in Surgical Nursing Department, Izmir Bakircay University Faculty of Health Sciences, Izmir.
Objective:
To evaluate the effect of training on pressure injury (PI) staging provided to intensive care nurses with two different teaching techniques: a traditional teaching method and the analogy-based technique.
Methods:
The sample of this pretest/posttest, quasi-experimental study consisted of 60 intensive care nurses from a university hospital. Using the stratified randomization method, nurses were divided into two groups as traditional (n = 30) and intervention (n = 30) groups. Training on PI staging was given to the traditional group using a traditional teaching technique and to the intervention group using analogy-based teaching. For both groups, the pretest was administered before training, the posttest was administered immediately after the training, and the retention test was administered 4 weeks later. Data were analyzed by Mann-Whitney U test, two-way mixed analysis of variance, and Pearson correlation analysis.
Results:
The mean pretest score of the intervention group (7.97 ± 3.25) was significantly lower than the mean pretest score of the traditional group (12.30 ± 3.16; P < .001). After the training, the mean posttest score of the intervention group (15.27 ± 2.15) was significantly higher than the mean posttest score of the traditional group (12.43 ± 2.21; P < .001). Further, the mean retention test score of the intervention group (13.73 ± 3.69) was significantly higher than the posttest mean score of the traditional group (11.90 ± 3.03; P = .04).
Conclusions:
Pressure injury staging training with the analogy-based teaching method resulted in significantly better posttest and retention scores compared with the training using a traditional teaching method. The authors recommend the use of analogy-based teaching method for nurse training in the staging of PIs.
