Effects on performance scores between those Baccalaureate nursing students receiving videotaped performance feedback and those students receiving teacher feedback, while performing a specified psychomotor skill

The purpose of this study was to explore the question: does the use of a videotaped recording of a nursing student's performance of a psychomotor skill, with subsequent review by the student, enhance that student's performance? In order to answer this question, a quasi-experimental study was carried out. The psychomotor skill selected for testing was that of transferring a client from a bed to a wheelchair. Prior to the study, subjects had completed a learning module on the skill. Sixteen first year baccalaureate nursing students were randomly placed into an experimental or comparison group. Following this, the investigator taught the specified skill employing the teaching techniques of demonstration and discussion. A videotape was made of all subjects performing the skill to provide a data base and determine sample homogeneity. The two groups then received their respective feedback treatments. Eight students in the experimental group received a videotape of their performance, along with a performance check-list to assist them in the review of their videotapes. Eight students in the comparison group received teacher feedback during their skill performance. The teacher was guided by the same performance check-list used by the experimental group subjects. After a period of eleven or twelve days, depending on the group, the experimental and comparison groups returned for a final videotaped test performance. Seven subjects in each group completed the test performance. A questionnaire was completed by the fourteen subjects at this time. This was an attempt to gather data on selected characteristics of the learner, believed to affect psychomotor skill learning. Students did not view the data base or final test performance videotapes. One rater scored these performances using the performance check-list. The scores were compared to determine similarities and differences between the videotaped feedback and teacher feedback groups. The questionnaire responses were tabulated and interpreted within the analysis of the score results. When the gain scores between the data base and final test performances were compared, no significant differences were found between the experimental and comparison groups. Analysis of the data base mean scores revealed that no significant differences existed between the groups. This indicated sample homogeneity before the feedback treatments were given. Gain scores within each group did not show significant differences. With the lack of significant differences in the gain scores between groups, it was concluded that videotaped performance feedback was as effective as teacher feedback.Applied Science, Faculty ofNursing, School ofGraduat