| Primary Author: | Zhan Liang, BSN, RN |
| Co-Principal Investigators/Collaborators: | KAthleen G. Hopkins, MS, RN, Leslie A. HOffman, PhD, RN, Dianzu Ren, PhD, Alice Blazeck, DNS, RN |
| Organization | University of Pittsburgh, School of Nursing |
Abstract
Level of Education Program:
Undergraduate sophomore students.
Background
Deliberate practice (DP) theory is first described by K. Anders Ericsson. The main features of DP is the training is structured and adapted to the learner’s level with repetition and feedback. Several studies demonstrated the power of DP in medical/nursing education. However, no studies evaluated the effect of deliberate practice videos in medical or nursing area. In our study, we examine the effect of deliberate perfect practice video training on undergraduate nursing students’ competency and self-efficacy using a randomized pre-post experimental design.
Targeted Learning Outcomes
Compare skill and self-efficacy levels between students receiving standardized training versus standardized training plus deliberate perfect practice video training.
Teaching-Learning Activities
Twenty sophomore nursing students were randomly assigned into either the control or the intervention group. After the consent, a pre-test of self-efficacy (a 10 item instrument with a total score of 40) was completed. Students then attended a 3-hour standardized lecture/deomonstration on administering injection therapy. After the lecture/demonstration, the control group practiced on their own. The intervention group was asked to view and practice using a deliberate perfect practice video on injection therapy. Based upon student’s request, the researcher tested the students according to a standardized competency exam, from School of Nursing. After the competency exam, both groups of students completed the post-test of self-efficacy.
Evaluation Approach
Using the pre and post self-efficacy questionnaire and the school’s standard competency. Control group: the mean self-efficacy scores were: pre-test (31.1 ± 4.4); post test (32.7 ± 3.0). Intervention group: the mean self-efficacy scores were: pre-test (29.9 ± 3.7); post test (32.2 ± 3.5). Within group, there was a significant difference using p<.05 between pre and post score of self-efficacy, P-control=.016, P-intervention=.004. Between control and intervention groups, there was no significant difference on pre and post self-efficacy change and competency exam. However, the interventional group had a higher score in self-efficacy and a higher score in competency exam.
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© Improvement Science Research Network, 2012
The ISRN published this as received and with permission from the author(s).