Learning Together While Using the Intravenous Simulator

Saturday, 16 November 2013

Lenora McWilliams, MS, RN
College of Nursing, Texas Woman's University Houston Center, Houston, TX

Learning Objective 1: The learner will be able to identify the benefits of students learning together while performing an identified task.

Learning Objective 2: The learner will be able to identify the differences between low, medium and high fidelity simulations.

Learning together and timing of the intravenous simulation is the focus of this research study. A 2 X 3 related factorial ANOVA design is used. One factor is the ordinal position within the group of students who are learning together and the second factor is the timing of the students’ simulation. For the timing of the simulation, students are randomized into 2 groups: those participating in the simulation before their lab skills day and those participating in simulation after their lab skills day.  Upon arrival in the lab, groups of three students are randomly assigned to a simulator and ordinal position in their group. Ordinal position indicates the order the student attempts the simulation. After completing the systems tutorial on the simulator, the Junior 2 level nursing student in the Adult I Competencies course in a large metropolitan university, enter the intravenous simulator and completes their initial attempt. The group of students works together but each must individually complete the task. Results will be analyzed using ANOVA, related measures to determine if there is a significant difference within the groups and between the groups by the end of the spring semester of 2013. Past results indicated significance differences between the intravenous scores of individuals’ learning together and individuals’ learning alone, F (1, 32) = 37.266, p < .001, Ɲ2 = .524.