{"id":354,"date":"2024-11-06T16:30:20","date_gmt":"2024-11-06T16:30:20","guid":{"rendered":"https:\/\/iims.uthscsa.edu\/isrn\/?page_id=354"},"modified":"2024-11-06T16:30:20","modified_gmt":"2024-11-06T16:30:20","slug":"effects-of-deliberate-practice-videos-on-self-efficacy-and-competency","status":"publish","type":"page","link":"https:\/\/iims.uthscsa.edu\/isrn\/resources\/ereading-room\/abstracts\/effects-of-deliberate-practice-videos-on-self-efficacy-and-competency\/","title":{"rendered":"Effects of Deliberate Practice Videos on Self-Efficacy and Competency"},"content":{"rendered":"

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Primary Author:<\/td>\nZhan Liang, BSN, RN<\/td>\n<\/tr>\n
Co-Principal Investigators\/Collaborators:<\/td>\nKAthleen G. Hopkins, MS, RN, Leslie A. HOffman, PhD, RN, Dianzu Ren, PhD, Alice Blazeck, DNS, RN<\/td>\n<\/tr>\n
Organization<\/td>\nUniversity of Pittsburgh, School of Nursing<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Abstract<\/h2>\n

Level of Education Program:<\/h3>\n

Undergraduate sophomore students.<\/p>\n

Background<\/h3>\n

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\u2019 competency and self-efficacy using a randomized pre-post experimental design.<\/p>\n

Targeted Learning Outcomes<\/h3>\n

Compare skill and self-efficacy levels between students receiving standardized training versus standardized training plus deliberate perfect practice video training.<\/p>\n

Teaching-Learning Activities<\/h3>\n

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\u2019s 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.<\/p>\n

Evaluation Approach<\/h3>\n

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 \u00b1 4.4); post test (32.7 \u00b1 3.0). Intervention group: the mean self-efficacy scores were: pre-test (29.9 \u00b1 3.7); post test (32.2 \u00b1 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.<\/p>\n

Bibliography<\/h3>\n

Ericsson, K.A. (2004). Deliberate practice and acquisition of expert performance: a general overview. The Society for Academic Emergency Medicine, doi: 10. 1111\/j. 1553-2712. 2008. 00227. x.<\/p>\n

Ericsson, K.A. (2004). Deliberate practice and the acquisition and maintainance of expert performance in medicine and related domains. Academic Medicine, 79 (10), 70-81.<\/p>\n

Issenberg, S. B., McGaghie, W. C., Gordon, D. L., Symes, S., Petrusa, E. R., Hart, I. R., & Harden, R. M. (2002). Effectiveness of a cardiology review course for internal medicine residents using simulation technology and deliberate practice. [Comparative Study]. Teaching and learning in medicine, 14(4), 223-228. doi: 10.1207\/S15328015TLM1404_4<\/p>\n

Issenberg, S. B., McGaghie, W. C., Petrusa, E. R., Lee Gordon, D., & Scalese, R. J. (2005). Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Medical teacher, 27(1), 10-28. doi: 10.1080\/01421590500046924<\/p>\n

McGaghie, W. C., Issenberg, S. B., Petrusa, E. R., & Scalese, R. J. (2006). Effect of practice on standardised learning outcomes in simulation-based medical education. [Research Support, Non-U.S. Gov’t]. Medical education, 40(8), 792-797. doi: 10.1111\/j.1365-2929.2006.02528.x<\/p>\n

McGaghie, W. C. (2008). Research opportunities in simulation-based medical education using deliberate practice. Academic emergency medicine : official journal of the Society for Academic Emergency Medicine, 15(11), 995-1001. doi: 10.1111\/j.1553-2712.2008.00246.x<\/p>\n

Moulaert, V., Verwijnen, M. G., Rikers, R., & Scherpbier, A. J. (2004). The effects of deliberate practice in undergraduate medical education. [Research Support, Non-U.S. Gov’t]. Medical education, 38(10), 1044-1052. doi: 10.1111\/j.1365-2929.2004.01954.x<\/p>\n

Wayne, D. B., Didwania, A., Feinglass, J., Fudala, M. J., Barsuk, J. H., & McGaghie, W. C. (2008). Simulation-based education improves quality of care during cardiac arrest team responses at an academic teaching hospital: a case-control study. [Randomized Controlled Trial<\/p>\n

Wayne, D. B., Barsuk, J. H., O’Leary, K. J., Fudala, M. J., & McGaghie, W. C. (2008). Mastery learning of thoracentesis skills by internal medicine residents using simulation technology and deliberate practice. [Research Support, Non-U.S. Gov’t]. Journal of hospital medicine : an official publication of the Society of Hospital Medicine, 3(1), 48-54. doi: 10.1002\/jhm.268
\n\u00a9 Improvement Science Research Network, 2012<\/p>\n

The ISRN\u00a0published this as received and with permission from the author(s).<\/p>\n<\/div>\n<\/div>\n<\/div>\n

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