Abstract
Purpose: This study examined the effectiveness of the consensus model (Clinical Advisory Board for Intermittent Catheterization [CABIC] method) for teaching clean intermittent self-catheterization (ISC). The primary hypothesis was that the CABIC method of teaching ISC would result in higher ISC knowledge and performance scores.
Design: Prospective, non randomized, pre-post study of an educational intervention of ISC education with nursing students.
Methods: Nursing students completed a self-report pre-/posttest, education of the CABIC method, and video recording of the CABIC method using same-gendered manikins. The Le Danseur Instrument (LDI) was used to grade the video-recorded demonstration.
Findings: Fifty participants completed three phases of the study. Paired t test showed statistically significant improvement in ISC knowledge. A mean score of 92-93 demonstrated a high level of participant education retention.
Conclusions: The CABIC method of teaching clean ISC is associated with improvement in generalized clean ISC knowledge and performance scores.
Clinical Relevance: The CABIC method can be integrated into clinical practice as an evidence-based approach to teaching ISC.