Two Approaches To Teaching/Learning Nursing Psychomotor Skills: Self Directed/Paced Learning And Lecture/Demonstration-Based Instruction

AUTHORS

Zahra Pouresmaeil 1 , * , Seddighe Sahebe 2

1 Faculty member of Shaheed Beheshti University of Medical Sciences and Health Services.

2 Seddighe Sahabe is an MSc Student 1n Nursing Education at Shaheed Beheshti University of Medical Sciences and HealthServ1ces.

How to Cite: Pouresmaeil Z, Sahebe S. Two Approaches To Teaching/Learning Nursing Psychomotor Skills: Self Directed/Paced Learning And Lecture/Demonstration-Based Instruction, J Med Edu. 2001 ; 1(2):e104949. doi: 10.22037/jme.v1i2.967.

ARTICLE INFORMATION

Journal of Medical Education: 1 (2); e104949
Published Online: April 18, 2009
Article Type: Research Article
Received: April 18, 2009
Accepted: April 18, 2009
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Abstract

Purpose: The present study aims at comparing the impact of two teaching/learning approaches self- directed/paced learning and lecture/demonstration-based instruction - on mastering psychomotor skills among nursing students.Material & Method: Thirty  nursing students were selected for the study. They filled out questionnaires indicating the demographic factors, and mean exam scores achieved in the previous academic years. They  were then randomly divided into two groups and assigned to the following groups: self directed/paced learning group and lecture/demonstration­ based instruction group.The selection of the students was based on the following criteria: their successful completion of the physiology and anatomy courses,  a  pre-test  score  of  less  than40/100 assessing their competence in performing cardio-pulmonary resuscitation (CPR).The self-directed/paced learning group had no formal instruction.   They received two sets of handouts and one video tape each. The first set of handouts indicated what the learning aims were. The second set demonstrated step by step instructions for performing CPR and the video tape was a complete demonstration of CPR.   The students had access to a practice room to practice on a manikin. The lecture/demonstration centered group received two sessions of instruction, each lasting two hours.   The lectures were on the objective of the course and the basic concepts of CPR. The lecturer gave a step by step demonstration of  CPR. The students practised on the manikin and a tutor monitored their progress.Finding:  The  findings  of  the  study indicated  that  there  were  no  significantdifferences between the two groups. All students in both groups performed significantly better in the post-tests.   There was a positive correlation between age and the  post-test  scores  of the  self directed/paced learning group. There was also a positive correlation between the previous mean exam scores and the post­ test results of the lecture/demonstration based instruction group.Conclusion:  Both  methods  were successful  in changing  students' psychomotor skills in performing CPR. However,  there  is evidence  that  self­ directed learning is effective with more students, unlike  the lecture  demonstration method  which  seems  to work  better  with good learners.    Based on the lack of correlation between past exam scores and post-test  results, the performance of the students in self directed/paced learning indicates that they were probably more motivated than the other group.  The older students also gained from this method of learning.

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  • © 2001, Journal of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
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