Injection Giving: The Effect of Time Lapse Between Learning and Actual Practice on Student Confidence

Abstract

Beginning nurse practitioners, regardless of their educational preparation usually seek initial employment in hospitals at the staff nurse level (Kramer, 1978; National League for Nursing, 1978). In that setting, the most common criterion for job performance tends to be skill competence (Ford, 1977; Hurd, 1979; Kitzman, 1974). Confidence in psychomotor skill is also identified as a significant factor in successful work performance for new graduates (Kramer, 1970). Furthermore, it has been shown that, although competence in psychomotor skills may be adequate, if self-confidence is severely lacking there is a significant negative pressure on work performance (Hurd, 1979; Kaelin and Bliss, 1979). Therefore, it behooves the nursing educator to be accountable not only for the graduates' skill competence, but also for their confidence in performing nursing psychomotor skills. This article describes a study that investigated the degree to which time lapse between laboratory learning and actual practice affects students' perceived success in injection-giving. More specifically, we sought to determine how soon after laboratory learning students should give an injection to a patient, in order to experience the best possible success.