Inserting an intravenous (IV) catheter is a complex and critical skill taught in nursing school. Haptic IV simulators provide opportunity for students to practice IV skills repeatedly in a safe environment without harm to a patient. Haptic IV simulators provide tactile feedback including palpation of a vein and resistance during venipuncture. Cooperative learning is an active learning strategy where students work together to complete a task. The basic elements of cooperative learning include: positive interdependence, promotive interactions, individual accountability, social skills and group processing. The aim of this study was to evaluate the effectiveness of cooperative based as compared to independent learning when used with nursing students who are learning intravenous catheter (IV) insertion using a haptic IV simulator.
Methods:
A convenience sample of 180 nursing students were randomized into positions which indicated who was to attempt the simulation first, second or third within the cooperative learning group and the independent learner. Positions (1st, 2nd, 3rd learner and the independent learner) were then randomized into IV simulation groups. IV simulation groups determined the date and time to complete their IV simulation. A posttest only experimental research design was used to compare the effectiveness of cooperative based learners versus the independent learners on the haptic IV simulator based on the dependent variables. The two dependent variables were the initial performance score and the number of attempts to earn a passing performance score on the haptic IV simulator.
Results:
Results of the ANCOVA for the initial performance score was significant and indicated that 36% of the variance was related to position in their group while less than 2% was related to IV experience. Results of the ANCOVA for the number of attempts to be successful was significant and indicated that position in their group accounted for 53% of variance while 10% was related to IV experience. Results were confirmed using a non-parametric Kruskal-Wallis test.
Conclusion:
Cooperative learners' performance scores were higher while needing fewer attempts on the IV simulator compared to independent learners. The use of cooperative learning groups provide empirical evidence that students learn as a result of observing and working together. This study supports the efficacy of using simulators as a means for students to learn a psychometric skill.