Date of Conferral

2020

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary A. Ramirez

Abstract

AbstractRespiratory therapists (RTs) and registered nurses (RNs) who work at a local hospital in the state of Maryland have expressed difficulty retaining the knowledge required to renew their advanced cardiac life support (ACLS) certification. The retention of skills is very important in responding to a life-threatening event, such as cardiac arrest. The ACLS is a key clinical competency for these clinicians, suggesting a need to understand how their retention and learning can be improved. Accordingly, the purpose of this qualitative study was to better understand the factors that may affect RNs and RTs in learning and retaining the knowledge and skills needed to renew the ACLS recertification. The conceptual framework was based on Kolb’s experiential learning and Gurbin’s information-processing theory. The research questions focused on the difficulties that RTs and RNs described in retaining the knowledge and skills from the ACLS recertification course and the strategies that RTs and RNs perceive in helping them to retain the knowledge and skills. The study was carried out through in-person, qualitative semistructured interviews with 5 RTs and 5 RNs. Interview data were analyzed through qualitative thematic analysis. As a result, there were themes developed and the outcome was that regular training and recertification in the knowledge and skills required to provide safe, effective care is essential. The study promotes social change by giving an opportunity to healthcare providers to practice and translate evidence-based practice into clinical practice. The results revealed that in order to successfully retain cognitive skills, educational programs need to be improved to enhance patient outcomes from better ACLS retention.

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