COMPARISON OF ALGORITHMIC AND TEACHER-DIRECTED INSTRUCTION IN DOSAGE CALCULATION PRESENTED VIA WHOLE AND PART METHODS FOR ASSOCIATE DEGREE NURSING STUDENTS.
Contributors: University of Georgia.
Published: 1988
Number of pages: 142
Subjects: Health Sciences, Nursing.; Education, Curriculum and Instruction.
Description: The accurate calculation of drug dosages is a critical skill for nurses. The purpose of this study was to compare two different treatments, algorithmic-based instruction (ABI) and teacher-directed instruction (TDI), as possible ways of providing the needed instruction in dosage calculations. The ABI treatment relied exclusively on the use of a written study guide with algorithms, whereas the TBI treatment utilized lecture. Both treatments included an equal number of practice sessions structured via a whole or part method.

During the first quarter of the study, a sample of 30 nursing students were randomly assigned to either the whole or part method with the teacher-directed treatment. During the second quarter, 25 nursing students were randomly assigned to either the whole or part method with the study guide with algorithms treatment. Initial learning was measured by the use of a first posttest. Retention was measured by the use of a second posttest given three and one-half months after completion of the instruction.

Seven research questions were examined by analysis of covariance. The findings indicated that neither of the treatments nor methods used were statistically different for initial learning or retention. Both treatments, however, were found to be effective, producing an overall adjusted mean percentage correct of 92.89 for ABI and 94.23 for TDI. While a statistically significant retention loss over a three and one-half month period was found for both treatments, the adjusted means remained at a high of 85.02 for ABI and 81.54 for TDI. The ABI treatment, moreover, was very efficient since it eliminated 75 minutes of instruction presented by a lecturer. It was concluded that supervised practice, preparation of a task analysis prior to development of instructional materials, and use of algorithms as performance aids were effective instructional techniques. Other applications of algorithms in teaching nursing skills are discussed.
Notes: Source: Dissertation Abstracts International, Volume: 49-05, Section: B, page: 1619.

Thesis (ED.D.)--UNIVERSITY OF GEORGIA, 1988.

School code: 0077.