APPLICATION OF A STRUCTURAL EQUATION MODEL TO DESIGN A SEQUENCE OF INSTRUCTION IN NURSING (PROCEDURES, EVALUATION).
Contributors: University of South Carolina.
Published: 1984
Number of pages: 121
Subjects: Education, Tests and Measurements.
Description: The use of Gagne's learning hierarchy and procedure models provides a theoretical basis for structuring units of instruction and courses. The models are particularly useful in nursing curricula where the evaluation of the base of general education and nursing concepts which underlie the curriculum is difficult. The ability to validate the base which guides the education of professional nurses is necessary so that information about the appropriateness of sequencing of units of instruction can be obtained. Structural Equation Modeling (SEM) utilizes statistical methods which are applied directly to a theoretical framework. The technique enables the identification of process and outcome variables, assists in determining the importance of these variables, to the sequence of instruction, and provides an empirical approach to examine program strengths and weaknesses.

The purpose of this study was to examine the appropiateness of a preliminary progression of intellectual and motor skills in a sequentially-ordered unit of instruction taught in a baccalaureate nursing program. The learning sequence was identified using Gagne's theory of learning. A set of psychomotor skills was identified, sequenced in a logical teaching order with assessments for each skill level and the unit of instruction entitled "Determining Heart Rate and Rhythm" was taught over a 125 minute period. SEM was applied to evaluate the validity of the learning sequence. Two research questions were addressed: (1) Were the proposed subordinate levels ordered in the proper sequence to determine heart rate using an EKG? (2) What subordinate level skills were important to determine heart rate using an EKG?.

Results of the study indicate that none of the hypotheses could be rejected. None of the paths in the model was significant. Reasons include small sample size (N = 40), instructional environment, and measurement error. However, the overall data goodness-of-fit to the model were good (0.884). The model cannot be rejected.

This study has given some insight into the potential of SEM as a evaluation methodology for units of instruction. The results indicate that one should consider not only statistical significance, but educational significance. Then based on either educational or statistical significance decisions can be made regarding formative and summative evaluation.
Notes: Source: Dissertation Abstracts International, Volume: 45-09, Section: A, page: 2848.

Thesis (PH.D.)--UNIVERSITY OF SOUTH CAROLINA, 1984.

School code: 0202.