Our study explored the effects of deliberate practice on the retention ofcardiopulmonary resuscitation (CPR) psychomotor skills among nursing students. The practice sessions were short, six minutes a session one time a month. Differences in performance between students who had deliberate practice and a control group, with no practice beyond the initial training, were compared every three months for one year. The intervention group performed better than the control over the 12 months. There is a need in nursing education for deliberate practice of relevant and high-use skills for students to improve their performance and gradually develop their expertise.
Few large, multisite studies have been conducted in nursing education, and literature pertaining to conducting those studies is lacking. We recently completed a randomized trial to examine the effects of brief practice on nursing students' retention of CPR psychomotor skills. The purpose of this article is to describe strategies for implementing a multisite study in nursing education, using our research as an exemplar. Strategies are presented for structuring a multisite study; selecting, preparing, and communicating with team members across sites; selecting sites; recruiting and retaining participants; managing the technical aspects of an intervention; and collecting and managing data. Ethical considerations also are explored.
Nursing students are expected to have competency in cardiopulmonary resuscitation (CPR): they may care for patients at risk for cardiac arrest and may encounter other emergency situations in their clinical practice. In the United States, students may take a basic life support (BLS) course prior to entering a nursing program or beginning their clinical experience. Extensive research has shown, however, that CPR knowledge and skills decline rapidly, within weeks of completing a course. The purpose of this paper is to describe advantages and barriers to the use of HeartCode BLS with voice advisory manikins for learning and practicing CPR psychomotor skills in a nursing education program.
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