A Comparison of Two Instructional Methods to Teach the Skill of Performing a 12-Lead Ecg

2.50
Hdl Handle:
http://hdl.handle.net/10755/158583
Type:
Presentation
Title:
A Comparison of Two Instructional Methods to Teach the Skill of Performing a 12-Lead Ecg
Abstract:
A Comparison of Two Instructional Methods to Teach the Skill of Performing a 12-Lead Ecg
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2002
Author:Jeffries, Pamela
P.I. Institution Name:Indiana University
Title:Assistant Professor
Contact Address:School of Nursing, 1111 Middle Drive, NU 418, Indianapolis, IN, 46202, USA
Contact Telephone:317.274.8092
The purpose of this study was to compare effectiveness of an interactive, multimedia CD-ROM with traditional methods of teaching the skill of performing a 12-lead ECG. A randomized pre/post test experimental design was used. A total of 77 baccalaureate nursing students in a required, senior-level critical care course were recruited for the study at a large, Midwestern university. The students ranged in age from 21-53 years of age with the mean being 23 years. Ninety percent of the sample were female and 86% perceived themselves as having average computer skills. Two methods were compared for teaching 12-lead ECGs: a mini-lecture, self-study module, instructor demonstration, and hands-on experience using a plastic mannekin and a real 12-lead ECG machine in the learning laboratory. The second used an interactive, multimedia CD-ROM embedded with virtual reality and supplemented with a self-study module, covering the same content. There were no significant (p<.05) baseline differences in pretest scores between the computer and the laboratory group. Results also showed no significant differences by group in cognitive gains, student satisfaction with their learning method, or perception of self-efficacy in performing the skill. Overall, both groups of learners were satisfied with their instructional method as indicated by high group means. The groups were similar in their ability to demonstrate the skill correctly on a live, simulated patient using a real 12-lead ECG machine. This skill evaluation is a beginning step to assess new teaching methodologies and their effects on student learning outcomes and behaviors, including the transfer of skill acquisition via a computer simulation to a real patient.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleA Comparison of Two Instructional Methods to Teach the Skill of Performing a 12-Lead Ecgen_GB
dc.identifier.urihttp://hdl.handle.net/10755/158583-
dc.description.abstract<table><tr><td colspan="2" class="item-title">A Comparison of Two Instructional Methods to Teach the Skill of Performing a 12-Lead Ecg</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2002</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Jeffries, Pamela</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Indiana University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">School of Nursing, 1111 Middle Drive, NU 418, Indianapolis, IN, 46202, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">317.274.8092</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">prjeffri@iupui.edu</td></tr><tr><td colspan="2" class="item-abstract">The purpose of this study was to compare effectiveness of an interactive, multimedia CD-ROM with traditional methods of teaching the skill of performing a 12-lead ECG. A randomized pre/post test experimental design was used. A total of 77 baccalaureate nursing students in a required, senior-level critical care course were recruited for the study at a large, Midwestern university. The students ranged in age from 21-53 years of age with the mean being 23 years. Ninety percent of the sample were female and 86% perceived themselves as having average computer skills. Two methods were compared for teaching 12-lead ECGs: a mini-lecture, self-study module, instructor demonstration, and hands-on experience using a plastic mannekin and a real 12-lead ECG machine in the learning laboratory. The second used an interactive, multimedia CD-ROM embedded with virtual reality and supplemented with a self-study module, covering the same content. There were no significant (p<.05) baseline differences in pretest scores between the computer and the laboratory group. Results also showed no significant differences by group in cognitive gains, student satisfaction with their learning method, or perception of self-efficacy in performing the skill. Overall, both groups of learners were satisfied with their instructional method as indicated by high group means. The groups were similar in their ability to demonstrate the skill correctly on a live, simulated patient using a real 12-lead ECG machine. This skill evaluation is a beginning step to assess new teaching methodologies and their effects on student learning outcomes and behaviors, including the transfer of skill acquisition via a computer simulation to a real patient.</td></tr></table>en_GB
dc.date.available2011-10-26T21:11:55Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T21:11:55Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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