A COMPARISON OF TWO PRESENTATION MODES: A SLIDE-TAPE PROGRAM AND COMPUTER-ASSISTED INSTRUCTION TO TEACH BACCALAUREATE NURSING STUDENTS PRINCIPLES OF ORTHOPEDIC NURSING (CAST CARE).
Contributors: University of Pittsburgh.
Published: 1986
Number of pages: 139
Subjects: Education, Curriculum and Instruction.
Description: This experimental study was conducted in order to compare the effectiveness of two presentation modes of instruction: a slide-tape presentation and a program of computer assisted instruction. Principles of orthopedic nursing (cast care) were identified in an existing slide-tape presentation. These same principles were then incorporated into a program of computer assisted instruction, developed by the investigator.

A 20-item multiple choice posttest was developed to measure both short-term learning achievement and long-term retention of learning. A pilot study was conducted utilizing 21 senior nursing students who had viewed the slide-tape program in their junior year.

Participants in this study were junior students in a four-year nursing program in the Middle-Atlantic region of the United States. Sixty students were randomly chosen and assigned into two groups, 30 students in the experimental (computer) group and 30 in the control (slide-tape) group. Subjects were asked to take their individual treatment, and immediately following this, to take the posttest. Six weeks later they were asked to take the same posttest again. Twenty-six subjects in the computer group and 25 subjects in the slide-tape group completed the assigned treatment and initial posttest. Following this, 24 subjects in both the computer and slide-tape groups completed the six week posttest.

Analysis of Variance revealed a statistically significant difference (p < .01) in short-term learning achievement between the two groups with the computer group scoring higher. However, it was concluded that test results did not indicate a meaningful difference since the instrument (posttest) developed proved to be a mastery test. Test results at the six week posttest revealed no statistically significant difference (p > .01) in long-term retention of learning.

It was concluded that the subjects in the investigator's study learned equally well through either presentation mode.
Notes: Source: Dissertation Abstracts International, Volume: 47-10, Section: A, page: 3650.

Thesis (PH.D.)--UNIVERSITY OF PITTSBURGH, 1986.

School code: 0178.