Cooperative Learning Versus Independent Learning and the Haptic Intravenous (IV) Simulator

8.00
Hdl Handle:
http://hdl.handle.net/10755/621901
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Level of Evidence:
N/A
Title:
Cooperative Learning Versus Independent Learning and the Haptic Intravenous (IV) Simulator
Other Titles:
Cooperative Simulation Learning
Author(s):
McWilliams, Lenora
Lead Author STTI Affiliation:
Phi Chi
Author Details:
Lenora McWilliams, PhD, RN
Abstract:

Purpose:

Inserting an intravenous (IV) catheter is a complex and critical skill taught in nursing school. Haptic IV simulators provide opportunity for students to practice IV skills repeatedly in a safe environment without harm to a patient. Haptic IV simulators provide tactile feedback including palpation of a vein and resistance during venipuncture. Cooperative learning is an active learning strategy where students work together to complete a task. The basic elements of cooperative learning include: positive interdependence, promotive interactions, individual accountability, social skills and group processing. The aim of this study was to evaluate the effectiveness of cooperative based as compared to independent learning when used with nursing students who are learning intravenous catheter (IV) insertion using a haptic IV simulator.

Methods:

A convenience sample of 180 nursing students were randomized into positions which indicated who was to attempt the simulation first, second or third within the cooperative learning group and the independent learner. Positions (1st, 2nd, 3rdlearner and the independent learner) were then randomized into IV simulation groups. IV simulation groups determined the date and time to complete their IV simulation. A posttest only experimental research design was used to compare the effectiveness of cooperative based learners versus the independent learners on the haptic IV simulator based on the dependent variables. The two dependent variables were the initial performance score and the number of attempts to earn a passing performance score on the haptic IV simulator.

Results:

Results of the ANCOVA for the initial performance score was significant and indicated that 36% of the variance was related to position in their group while less than 2% was related to IV experience. Results of the ANCOVA for the number of attempts to be successful was significant and indicated that position in their group accounted for 53% of variance while 10% was related to IV experience. Results were confirmed using a non-parametric Kruskal-Wallis test.

Conclusion:

Cooperative learners' performance scores were higher while needing fewer attempts on the IV simulator compared to independent learners. The use of cooperative learning groups provide empirical evidence that students learn as a result of observing and working together. This study supports the efficacy of using simulators as a means for students to learn a psychometric skill.

Keywords:
cooperative learning; haptic simulator; intravenous simulator
Repository Posting Date:
18-Jul-2017
Date of Publication:
18-Jul-2017
Other Identifiers:
INRC17Q11
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship
Note:
Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository.

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.evidence.levelN/Aen
dc.titleCooperative Learning Versus Independent Learning and the Haptic Intravenous (IV) Simulatoren
dc.title.alternativeCooperative Simulation Learningen
dc.contributor.authorMcWilliams, Lenoraen
dc.contributor.departmentPhi Chien
dc.author.detailsLenora McWilliams, PhD, RNen
dc.identifier.urihttp://hdl.handle.net/10755/621901-
dc.description.abstract<p><strong>Purpose:</strong></p> <p>Inserting an intravenous (IV) catheter is a complex and critical skill taught in nursing school. Haptic IV simulators provide opportunity for students to practice IV skills repeatedly in a safe environment without harm to a patient. Haptic IV simulators provide tactile feedback including palpation of a vein and resistance during venipuncture. Cooperative learning is an active learning strategy where students work together to complete a task. The basic elements of cooperative learning include: positive interdependence, promotive interactions, individual accountability, social skills and group processing. The aim of this study was to evaluate the effectiveness of cooperative based as compared to independent learning when used with nursing students who are learning intravenous catheter (IV) insertion using a haptic IV simulator.</p> <p><strong>Methods:</strong></p> <p>A convenience sample of 180 nursing students were randomized into positions which indicated who was to attempt the simulation first, second or third within the cooperative learning group and the independent learner. Positions (1<sup>st</sup>, 2<sup>nd</sup>, 3<sup>rd</sup>learner and the independent learner) were then randomized into IV simulation groups. IV simulation groups determined the date and time to complete their IV simulation. A posttest only experimental research design was used to compare the effectiveness of cooperative based learners versus the independent learners on the haptic IV simulator based on the dependent variables. The two dependent variables were the initial performance score and the number of attempts to earn a passing performance score on the haptic IV simulator.</p> <p><strong>Results:</strong></p> <p>Results of the ANCOVA for the initial performance score was significant and indicated that 36% of the variance was related to position in their group while less than 2% was related to IV experience. Results of the ANCOVA for the number of attempts to be successful was significant and indicated that position in their group accounted for 53% of variance while 10% was related to IV experience. Results were confirmed using a non-parametric Kruskal-Wallis test.</p> <p><strong>Conclusion:</strong></p> <p>Cooperative learners' performance scores were higher while needing fewer attempts on the IV simulator compared to independent learners. The use of cooperative learning groups provide empirical evidence that students learn as a result of observing and working together. This study supports the efficacy of using simulators as a means for students to learn a psychometric skill.</p>en
dc.subjectcooperative learningen
dc.subjecthaptic simulatoren
dc.subjectintravenous simulatoren
dc.date.available2017-07-18T17:21:31Z-
dc.date.issued2017-07-18-
dc.date.accessioned2017-07-18T17:21:31Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
dc.description.noteItems submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository.-
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