Teaching nursing skills without detailed protocols: effects of an implicit learning strategy in nursing education.

Students in the explicit group looked more seconds to their instructions in all three phases (P3 was nearly significant) of their first attempt than students in the implicit group (P1: p < 0.01, d = 1.10, P2: p < 0.05, d = 0.90, P3: p = 0.07, d = 0.62), but there was no difference between groups in the second attempt (P1: p = 0.42, P2: p = 0.36, P3: p = 0.38).

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