ScholarWorks@중앙대학교

초록

Aim This study evaluated the effectiveness of a theory-based advanced life support (ALS) booster training program on six-month retention of knowledge, skills performance and teamwork. Background Retention of ALS competencies is vital for nursing students, yet skills and knowledge often decline within months of initial training. Design A randomized controlled trial was conducted. Methods A convenience sample of 65 fourth-year nursing students were randomly assigned to an experimental group (n = 33) receiving a two-hour booster session based on mastery learning and deliberate practice theories or to a control group (n = 32). ALS knowledge, skills and teamwork were measured at baseline and six months post-training. Data were analyzed using non-parametric tests and generalized estimating equation. Results Both groups experienced declines over time. However, the experimental group showed significantly better retention in skills performance (p < .001) and teamwork (p = .025). Knowledge retention was higher but not statistically significant (p = .116). Conclusions A brief, theory-based booster session effectively improved long-term retention of ALS skills and teamwork, supporting its integration into nursing education.

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