TY - JOUR
T1 - Technology based vs. traditional instruction
T2 - A comparison of two methods for teaching the skill of performing a 12-lead ECG
AU - Jeffries, Pamela R.
AU - Woolf, Shirley
AU - Linde, Beverly
PY - 2003/3/1
Y1 - 2003/3/1
N2 - The purpose of this study was to compare the effectiveness of an interactive, multimedia CD-ROM with traditional methods of teaching the skill of performing a 12-lead ECG. A randomized pre/posttest experimental design was used. Seventy-seven baccalaureate nursing students in a required, senior-level critical-care course at a large midwestern university were recruited for the study. Two teaching methods were compared. The traditional method included a self-study module, a brief lecture and demonstration by an instructor, and hands-on experience using a plastic manikin and a real 12-lead ECG machine in the learning laboratory. The second method covered the same content using an interactive, multimedia CO-ROM embedded with virtual reality and supplemented with a self-study module. There were no significant (p < .05) baseline differences in pretest scores between the two groups and no significant differences by group in cognitive gains, student satisfaction with their learning method, or perception of self-efficacy in performing the skill. Overall results indicated that both groups were satisfied with their instructional method and were similar in their ability to demonstrate the skill correctly on a live, simulated patient. This evaluation study is a beginning step to assess new and potentially more cost-effective teaching methods and their effects on student learning outcomes and behaviors, including the transfer of skill acquisition via a computer simulation to a real patient.
AB - The purpose of this study was to compare the effectiveness of an interactive, multimedia CD-ROM with traditional methods of teaching the skill of performing a 12-lead ECG. A randomized pre/posttest experimental design was used. Seventy-seven baccalaureate nursing students in a required, senior-level critical-care course at a large midwestern university were recruited for the study. Two teaching methods were compared. The traditional method included a self-study module, a brief lecture and demonstration by an instructor, and hands-on experience using a plastic manikin and a real 12-lead ECG machine in the learning laboratory. The second method covered the same content using an interactive, multimedia CO-ROM embedded with virtual reality and supplemented with a self-study module. There were no significant (p < .05) baseline differences in pretest scores between the two groups and no significant differences by group in cognitive gains, student satisfaction with their learning method, or perception of self-efficacy in performing the skill. Overall results indicated that both groups were satisfied with their instructional method and were similar in their ability to demonstrate the skill correctly on a live, simulated patient. This evaluation study is a beginning step to assess new and potentially more cost-effective teaching methods and their effects on student learning outcomes and behaviors, including the transfer of skill acquisition via a computer simulation to a real patient.
KW - 12-Lead ECG
KW - Interactive CD-ROM
KW - Nursing Education Research
KW - Nursing Skill Development
KW - Technology-Based Instruction
UR - http://www.scopus.com/inward/record.url?scp=0037976924&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0037976924&partnerID=8YFLogxK
M3 - Article
C2 - 12743975
AN - SCOPUS:0037976924
VL - 24
SP - 70
EP - 74
JO - Nursing Education Perspectives
JF - Nursing Education Perspectives
SN - 1536-5026
IS - 2
ER -