FEASIBILITY OF THE PERSONALIZED SYSTEM OF INSTRUCTION AS AN ALTERNATIVE MODEL IN NURSING EDUCATION (EFFICIENCY/EFFECTIVENESS).
Contributors: University of Georgia.
Published: 1986
Number of pages: 169
Subjects: Education, Curriculum and Instruction.
Description: Feasibility of the Personalized System of Instruction (PSI) as an alternative model to traditional lecture in nursing education was examined. One hundred and fourteen junior baccalaureate nursing students enrolled in Clinical Pharmacology at the Medical College of Georgia were randomly assigned to two comparative groups, one taught using the PSI method of instruction, and the other taught in the traditional lecture format.

Criteria for feasibility were established according to instructional efficiency and effectiveness indicators. The variables used for assessing instructional efficiency were: (1) faculty and student time, (2) salaries for faculty and proctors, (3) classroom space, and (4) printing. The variables used for assessing instructional effectiveness were: (1) scores for both groups on the final examination for the course, (2) scores for both groups on a three month delayed recall examination, and (3) students' preferences for the alternative method as measured by an end-of-the-course student evaluation.

Data collected for the efficiency measures were described in actual hours, dollars, and square feet. Resources required for the PSI group exceeded those needed for the lecture group.

A t-test was selected to test the means for the two groups' final examination scores. There was a significant difference for the PSI group at the .05 level. A three month delayed recall test was administered to check for retention and ability to recall information. A t-test indicated no significant difference between the two groups at the .05 level. The final effectiveness measure examined was students' preferences for the alternative method of PSI. Less than one-half of the PSI students (N = 53) reported satisfaction with the PSI method.

Based upon findings from this particular study, PSI is not a feasible alternative to the lecture method. However, with the exception of student time, resources needed for future PSI courses in Clinical Pharmacology would tend to equalize with those required for lecture. This excludes development costs for both PSI and lecture.
Notes: Source: Dissertation Abstracts International, Volume: 47-04, Section: A, page: 1167.

Thesis (ED.D.)--UNIVERSITY OF GEORGIA, 1986.

School code: 0077.