There is a wide range of literature suggesting that implicit learning is more effective than explicit learning when acquiring motor skills. However, the acquisition of nursing skills in educational settings continues to rely heavily on detailed protocols and explicit instructions. This study aimed to examine the necessity for comprehensive protocols in the acquisition of nursing skills. In the context of bandaging techniques, three studies were conducted to investigate whether students who practiced with an instruction card containing minimal instructions (implicit group) performed comparably to the students who practiced with a protocol containing step-by-step instructions (explicit group). Study 1 was designed to determine whether both groups performed equally well in applying a bandage during training. Study 2 and 3 were designed to determine if both groups performed equally well during a retention and transfer (multitasking) test, administered after a series of three training sessions. In comparison with the explicit group, the implicit group demonstrated comparable performance with their practice attempts in Study 1 and performed equally well during the retention and transfer test in Study 2. Furthermore, several results from Study 3 indicated better performance of the implicit group. In conclusion, the use of protocols with explicit step-by-step instructions may not be essential for the acquisition of nursing skills. Instead, instructional methods that facilitate implicit learning may be preferable, as students in the implicit group demonstrated at least comparable performance in all studies and tended towards greater consistency when multitasking.
Purpose As a step toward more firmly establishing factors to promote retention among younger employees in the hospitality industry, this study aims to focuses on fun in the workplace (fun activities, manager support for fun and coworker socializing) and training climate (organizational support, manager support and job support) as potential antecedents of turnover in a European context. Design/methodology/approach Logistic regression was used to analyze the impact of fun and training climate on turnover with a sample of 902 employees from Belgium, Germany and The Netherlands. Data on fun and training climate were obtained through surveys, which were paired with turnover data from organizational records. Findings With respect to fun in the workplace, group-level manager support for fun and coworker socializing were significantly related to turnover, but not fun activities. With respect to training climate, individual-level job support was significantly related to turnover, but not organizational support and manager support. Research limitations/implications As the data were obtained from employees from one organization, further research would be valuable with additional samples to substantiate the generalizability of the results. Practical implications Given the challenge of turnover, organizations should foster informal aspects of fun in the workplace and learning opportunities to promote retention. Originality/value The study examined the fun–turnover relationship in a context outside of the USA where previous fun–turnover research has been conducted, and it examined fun relative to training climate, which has not been studied heretofore. This study also investigated group- and individual-level effects of both fun and training climate on turnover.
Within eGovernment, trust in electronic stored information (ESI) is a necessity. In the last decades, most organizations underwent substantial reorganization. The integration of structured data in relational databases has improved documentation of business transactions and increased data quality. That integration has improved accountability as well. Almost 90% of the information that organizations manage is unstructured (e.g., e-mail, documents, multimedia files, etc.). Those files cannot be integrated into a traditional database in an easy way. Like structured data, unstructured ESI in organizations can be denoted as records, when it is meant to be (and used as) evidence for organizational policies, decisions, products, actions and transactions. Stakeholders in eGovernment, like citizens, governments and courts, are making increasing demands for the trustworthiness of this ESI for privacy, evidential and transparency reasons. A theoretical analysis of literature of information, organization and archival science illustrates that for delivering evidence, reconstruction of the past is essential, even in this age of information overload. We want to analyse how Digital Archiving and eDiscovery contribute to the realization of trusted ESI, to the reconstruction of the past and to delivering evidence. Digital Archiving ensures (by implementing and managing the ‘information value chain’) that: [1] ESI can be trusted, that it meets the necessary three dimensions of information: quality, context and relevance, and that [2] trusted ESI meets the remaining fourth dimension of information: survival, so that it is preserved for as long as is necessary (even indefinitely) to comply to privacy, accountability and transparency regulations. EDiscovery is any process (or series of processes) in which (trusted) ESI is sought, located, secured and searched with the intent of using it as evidence in a civil or criminal legal case. A difference between the two mechanisms is that Digital Archiving is implemented ex ante and eDiscovery ex post legal proceedings. The combination of both mechanisms ensures that organizations have a documented understanding of [1] the processing of policies, decisions, products, actions and transactions within (inter-) organizational processes; [2] the way organizations account for those policies, decisions, products, actions and transactions within their business processes; and [3] the reconstruction of policies, decisions, products, actions and transactions from business processes over time. This understanding is extremely important for the realization of eGovernment, for which reconstruction of the past is an essential functionality. Both mechanisms are illustrated with references to practical examples.
