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Intramuscular injections : a comparison of two teaching strategies

University of British Columbia

This comparative study was designed to compare two instructional techniques in teaching nursing students to administer intramuscular injections. Specifically, this study investigated student performance in the cognitive, psychomotor and affective learning domains using a performance checklist. Woodruff's (1967) Cognitive Model of Learning and Instruction provided the theoretical framework to support this study. The sample included a total of 47 second year students from one baccalaureate nursing program. Twenty nursing students comprised the experimental group and 27 students comprised the control group. The experimental group of students participated in simulated role-played situations during their laboratory instruction of injection administration. Data were collected using an investigator-developed performance checklist and analyzed using independent t-tests. The mean scores obtained on the checklists were compared between the experimental and control groups. The study findings indicated no statistically significant differences between the two groups. The study did find both instructional techniques to be equally effective.

Thesis/Dissertation

application/pdf

2009-02-25

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http://hdl.handle.net/2429/5071

Nursing

University of British Columbia

UBCV

DSpace