Paper
Thursday, July 22, 2004
9:30 AM - 10:00 AM
Thursday, July 22, 2004
2:30 PM - 3:00 PM
This presentation is part of : Posters I
The Effect of Video-Based Instruction Versus Demonstration on Learning of Clinical Skills
Hossein Karimi Mounaghi, MSmE, MScN, RN, Akbar Derakhshan, Ophthalmologist, Naser Valaee, N/A, and Fatiheh Mortazavi, N/A. Education Development Center, Mashhad University of Medical Sciences, Mashhad, khorasan, Iran

Background and purpose: One of the most important principles in education is adopting a teaching method in concordance with objectives, contents and learners. The current study has compared students learning in video based and demonstration methods. Method: An experimental study was conducted on 40 first year nursing and midwifery students. The students were randomly assigned to case (n=20) and control (n=20) groups based on the their course. Pretest was given 24 hours prior to the presentation sessions. Then each group has received one skill with video based and another skill with demonstration. Skills included the dressing changing and surgical hand washing. After 24 hours posttest was taken with previous criteria. Results: The overall learning in the demonstration method was higher than the video based method (p<0/043). However the scores of students in two methods was at acceptable level. The scores of students in the cognitive domain of hand washing by the demonstration were 16.201.5 and by the video based method was 15.25 1(p>0.068). The scores of students in the psychomotor domain of hand washing by the demonstration was 16.85 1.4 and by the video based method was 15.941.4 (p<0.026).The scores of students in the cognitive domain of dressing change by the demonstration was 25.60 1.8 and by the video based method was 15.501 (p>0.831). The scores of students in the psychomotor domain of dressing change by the demonstration was 16.781.3 and with the video based was 16.12 1 (p<0.036). Discussion: The results indicated that demonstration method is more effective in the students learning. However, both video based and demonstration have led to the high level of cognitive and psychomotor learning. It could be concluded that video based instruction can be an effective method for replacing the demonstration, especially when there is not access to demonstration.

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Sigma Theta Tau International
July 22-24, 2004