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Authors

  1. Phillips, Jessica M. MSN, RN, NPD-BC
  2. Feldman, Kathleen MSN, RN, NPD-BC
  3. Miller, Pamela S. PhD, RN, ACNP, CNS
  4. Galuska, Lee PhD, RN, NE-BC

Abstract

Boost methods for reinforcing educational content have been found to train the brain to designate information as important. A longitudinal, quasi-experimental study design evaluated the effect of an interprofessional simulated patient sepsis video with educational boosts on knowledge retention among acute care nurses at a large academic health system using linear mixed-effects modeling. Findings suggest that boost methods may impact nurse knowledge retention, potentially eliminating the need to repeat costly, traditional educational efforts.