Zhan Liang, Kathleen G. Hopkins, Dianxu Ren, Alice Blazeck
Zhan Liang1*, Kathleen G. Hopkins2, Dianxu Ren2, Alice Blazeck2
1Assistant Professor, University of South Florida, 12901 Bruce B. Downs Blvd, MDC Box 22, Tampa,
2University of Pittsburgh School of Nursing, Department of Acute and Tertiary Care, 3500 Victoria Street, Pittsburgh PA 15261
Volume - 3,
Issue - 4,
Year - 2015
Background: Teaching psychomotor skills is labor intensive. This study examined effectiveness of traditional skills lab demonstration compared to use of deliberate perfect practice video (DPPV) training for students learning injection therapy.
Method: Twenty students were randomly assigned to either a control (lecture plus tradition demonstration) or intervention (lecture plus DPPV) group. The control group practiced with 1:4 faculty ratios. The intervention group practiced with video guidance and rated their satisfaction. Both groups performed a standard competency exam and rated self-confidence.
Findings: Competency exam scores for the intervention group were higher than the control group, but not statistically significant. Confidence increased in both groups.
Discussion: Findings suggest self-learning using the DPPV technique provides equivalent outcomes when teaching skills in administering injections.
Cite this article:
Zhan Liang, Kathleen G. Hopkins, Dianxu Ren, Alice Blazeck. Effect of Deliberate Perfect Practice Videos in Skill Acquisition. Int. J. Nur. Edu. and Research 3(4): Oct.-Dec., 2015; Page 406-409. doi: 10.5958/2454-2660.2015.00031.9
Zhan Liang, Kathleen G. Hopkins, Dianxu Ren, Alice Blazeck. Effect of Deliberate Perfect Practice Videos in Skill Acquisition. Int. J. Nur. Edu. and Research 3(4): Oct.-Dec., 2015; Page 406-409. doi: 10.5958/2454-2660.2015.00031.9 Available on: https://ijneronline.com/AbstractView.aspx?PID=2015-3-4-12