Teaching psychomotor skills in nursing: a randomized control trial

Love, Barbara; McAdams, Constance; Patton, Diane; Rankin, Emily; Roberts, Jacqueline

doi:10.1111/j.1365-2648.1989.tb01485.x

Cited by 26 publications

(11 citation statements)

References 10 publications

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“…Many researchers have highlighted the use of clinical skills laboratories in nurse education (Gomez & Gomez 1987, Love et al. 1989, Jeffries et al.…”

Section: Literature Reviewmentioning

confidence: 99%

Using clinical skills laboratories to promote theory–practice integration during first practice placement: an Irish perspective

Morgan

2006

Journal of Clinical Nursing

110

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Nursing students must be adequately prepared to carry out clinical skills competently and efficiently. Educators and practitioners must display the knowledge and skills required to promote theory-practice integration, to enhance nursing students education, which in turn will optimize high standards of patient care. Relevance to clinical practice. Clinical skills laboratories are essential to help students develop the collaborative skills required for a profession like nursing. It is essential that students are adequately prepared to carry out clinical skills during their first practice placement, and have the ability to link theory to practice.

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“…Many researchers have highlighted the use of clinical skills laboratories in nurse education (Gomez & Gomez 1987, Love et al. 1989, Jeffries et al.…”

Section: Literature Reviewmentioning

confidence: 99%

Using clinical skills laboratories to promote theory–practice integration during first practice placement: an Irish perspective

Morgan

2006

Journal of Clinical Nursing

110

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“…This multimodal approach involves the use of clinical skills laboratories, computer assisted learning (CAL), use of audio-visual (AV) equipment, elearning, didactic teaching and demonstration (Love et al 1989;Jeffries et al 2002;Bloomfield et al 2008;Bloomfield et al 2013). In contrast to Ireland, the UK Nursing and Midwifery Council (NMC) clearly outline essential skills clusters to guide educational and clinical staff (NMC 2010).…”

Section: )mentioning

confidence: 99%

An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students

Sheahan

While

Bloomfield

2015

Nurse Education Today

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“…10 Love et al found no difference in an undergraduate nursing school teaching psychomotor skills. 11 Beeson and Kring showed no difference in nursing knowledge and skill of blood pressure measurement between traditional lecture and videointeractive methods. 12 In 2001, Vidal et al also reported no difference in teaching methods in a Brazilian program to teach physicians and nurses newborn care.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of an Adult‐learning, Self‐directed Model Compared with Traditional Lecture‐based Teaching Methods in Out‐of‐hospital Training

Lorenzo

Abbott

2004

Academic Emergency Medicine

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Until recently, the U.S. Army Combat Medic School used a traditional teaching model with heavy emphasis on large group lectures. Skills were taught separately with minimal links to didactics. Objectives: To evaluate whether the adult learning model improves student learning in terms of cognitive performance and perception of proficiency in military medic training. Methods: The study population was two sequential groups of randomly selected junior, enlisted, active duty soldiers with no prior formal emergency medical training who were enrolled in an experimental model of a U.S. Army Combat Medic School. The control population was a similar group of students enrolled in the traditional curriculum. Instructors were drawn from the same pool, with experimental group instructors receiving two weeks of training in adult-learning strategies. The study population was enrolled in the experimental program that emphasized the principles of adult learning, including small-group interactive approach, self-directed study, multimedia didactics, and intensive integrated practice of psychomotor skills. Instructors and students were also surveyed at the end of the course as to their confidence in performing four critical skills. The survey instrument used a five-point scale ranging from ''strongly disagree'' through ''undecided'' to ''strongly agree.'' Proficiency for this survey was defined as the sum of the top two ratings of ''agree'' or ''strongly agree'' to questions regarding the particular skill. Both experimental and control programs lasted ten weeks and covered the same academic content and nonacademic (e.g., physical fitness) requirements, and the two groups of students had similar duty days. Evaluations included performance on internal and National Registry of Emergency Medical Technicians (NREMT) written examinations and other measures of academic and nonacademic performance. Results: One hundred fifty students (experimental n ¼ 81, control n ¼ 69) were enrolled in 1999-2000. The scores for internal course grade, NREMT written score, and NREMT written pass rate were, respectively, 86.3, 71.6, and 63% for the experimental group; and 85.8, 69.6, and 49% for the control group. The p-value was # 0.05 for the comparison between internal course grade and NREMT written score, but p > 0.05 for the comparison between NREMT written pass rates. Students in both the adult-learning and traditional groups rated themselves high in proficiency, whereas instructors in the traditional group were generally much more modest in their rating of student proficiency than instructors of the adultlearning program. Conclusions: In this study setting, an adult-learning model offers only a modest improvement in cognitive evaluation scores over traditional teaching when measured at the end of the course. Additionally, students in the traditional teaching model assess themselves as proficient more frequently than instructors, whereas instructor and student perception of proficiency more closely matched in the adult-learning model.

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Teaching psychomotor skills in nursing: a randomized control trial

Cited by 26 publications

References 10 publications

Using clinical skills laboratories to promote theory–practice integration during first practice placement: an Irish perspective

Using clinical skills laboratories to promote theory–practice integration during first practice placement: an Irish perspective

An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students

Effectiveness of an Adult‐learning, Self‐directed Model Compared with Traditional Lecture‐based Teaching Methods in Out‐of‐hospital Training

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