Effects of Modeling Errors on the Acquisition and Retention of Sterile Hand Washing Task

Abstract

The learning effect of including errors in the instruction of a sterile hand washing task was studied. The numbers of errors made during task reproduction on acquisition and retention were analyzed. Subjects were assigned to one of four groups: observed task demonstration, observed task demonstration and five errors, observed task demonstration and the correct presentation of the five errors, and the Control group was told the clinical importance of hand washing. Two trials were videotaped for evaluation during each time of testing. Group differences were tested using a mixed-model analysis of variance. Instruction altered task performance, although no group difference existed. Scores were higher on acquisition tests than retention and on the second trial than the first.