Teaching Critical Management Skills to Senior Nursing Students: Videotaped or Interactive Hands-On Instruction?
This study examined and compared the effectiveness of videotape versus hands-on instruction in preparing senior nursing students to respond to emergency clinical situations. Fourth year nursing students (n == 27) were randomly assigned to one of three groups; one group received video-taped instruction, one group engaged in a hands-on experience, and one group, a control, received no instruction. Students were evaluated using a three-station objective structured clinical examination that involved high-fidelity simulations. Differences between the control and the two instructional groups were significant (p == .007); however, there was no significant difference between the two types of instruction. It was concluded that instruction on management with a high-fidelity simulator, using either video or hands-on instruction, can result in a significant improvement in performance.
Analysis of variance followed by a Tukey test was used to compare the OSCE scores for the control, video, and interactive groups. All statistical analyses were performed using SPSS.Interrater and interstation reliability were computed using a Generalizability Theory analysis
Randomized controlled and questionaire
Criteria:decision-making, collaboration, communication, management, and global impression of performance
Students were randomly allocated to one of three groups: control, video, or interactive learning. The principles of resource management were used as a framework to develop six objectives that informed the interventions and the evaluation criteria used in the OSCE.
To record how well students performed, two independentassessors for each (faculty experienced in performing OSCEs)were in the room, out of direct sight of students
This study examined and compared the effectiveness of videotape versus hands-on instruction in preparing senior nursing students to respond to emergency clinical situations.
Small sample sizeStudents were tested at only 3 stations
It was concluded that instruction on management with a high-fidelity simulator, using either video or hands-on instruction, can result in a significant improvement in performance.
Ethics approval was granted for this study by the University Research Ethics Review Board and permission to access nursing students was received from the SON.
Study with 3 groups: 1 with video tape instructions, one with hands on and one with no instructions. All Students were evaluated using a three stationobjective structured clinical examination that involved high-fidelity simulations.All participants were asked to complete a demographic questionnaire that included questions about past clinical experiences and the number of patients managed with a critical incident.This pilot study took place over a two-day period in the clinical learning and simulation center at the McMaster University School of Nursing (SON) in southwestern Ontario.
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