EFFECTS OF PACING AND PRACTICE ON LEARNING A PSYCHOMOTOR SKILL USING COMPUTER-INTERACTIVE VIDEO AS THE INSTRUCTIONAL METHOD. - Info and Reading Options

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To make the most effective use of computer-interactive video (CIAV) technology, nurse educators must know which types are most appropriate for meeting different learning needs. This study used the Fuld IV Therapy Program to teach IV Therapy preparation to a convenience sample of ninety basic level nursing students. An experimental 2 x 2 factorial design was used to determine the effects of the two independent variables. The variables were: control of pacing, which had two levels, learner control and program control, and practice, with two levels, opportunity to practice and no opportunity to practice. The purpose of this study was to compare the relative effects of these two constructs on psychomotor learning and on cognitive learning of IV therapy preparation using CIAV. The two measures of instructional effects were a performance test that was videotaped and judged by two nurse experts and a thirty question cognitive test. A third independent variable was perceived time to mastery. The study also examined learning efficiency. While viewing the CIAV, some subjects had the opportunity to practice with the equipment and some subjects did not. One group of subjects had control of the program's pacing by touching the screen to advance the program, while another group had an automated self pacing program. After completing the CIAV on IV Therapy subjects were videotaped while performing the skill and then a written test was administered. Statistical parameters were set according to predicted effect sizes with an a =.10, b = 87%, n = 45 and d =.50. Standardized differences between the means of practice and learner control revealed that practice was the more potent variable. Analysis of variance of the practice/no practice effect revealed statistical significance. Analysis of variance of the control of the pacing variable found no significance between the program control and the learner control groups. Perceived time to mastery was longer in the program control group. Maximum time for all subjects was 31 minutes. There was a positive correlation between age and skill performance. Ninety-five percent of the students who had learner control and opportunity to practice reached mastery.

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