EFFECTS OF MENTAL PRACTICE ON PSYCHOMOTOR SKILLS WITH BACCALAUREATE NURSING STUDENTS.
Contributors: Kent State University.
Published: 1989
Number of pages: 253
Subjects: Health Sciences, Nursing.; Education, Curriculum and Instruction.
Description: Sports literature cites the use of mental practice as a widely accepted strategy to learn motor skills. Studies provide evidence that physical proficiency can be enhanced by patterns of thought (Corbin, 1972; Eaton & Evans, 1986; Richardson, 1967). The purpose of this study was to determine whether mental practice, used as a teaching strategy, affects the learning and performance of motor skills in nursing students.

A two by four factorial design blocked on high and low levels of mental imagery as determined by the Vividness of Movement Imagery Questionnaire (VMIQ) was used. Ninety-five beginning nursing students were randomly divided into four groups; control, mental practice only, relaxation only, and combined mental practice and relaxation. Subject competence in performing the motor skill (injection) was measured by a researcher developed skill checklist. Subjects answered a five item questionnaire about the usefulness of the strategies presented in the treatment groups. Small group audiotapes were used to further describe the data from the questionnaires.

Data were analyzed using chi square statistics. Findings showed no statistically significant effect of subject imagery level on performance or effect of assigned group; however, a statistically significant effect of imagery level on performance regardless of treatment group was found. The descriptive data were analyzed for patterns and themes. Stress, lack of practice time, and fear of hurting the other person detracted from the ability to use mental practice. High rated imagers described the use of mental practice to learn new skills. Low rated imagers described the use of memorization, physical practice, and demonstration as methods to learn new skills.

The findings suggest that the ability to use mental practice does affect learning and performance of motor skills. A broader instructional framework for teaching motor skills including mental practice where a process to learning is conveyed may benefit some students.
Notes: Source: Dissertation Abstracts International, Volume: 51-02, Section: B, page: 0659.

Thesis (PH.D.)--KENT STATE UNIVERSITY, 1989.

School code: 0101.