A COMPARISON OF TWO COMPUTER-BASED INTERACTIVE VIDEOTAPES TO EXAMINE CONCEPTUAL UNDERSTANDING BY EXPLORING COGNITIVE LEVELS OF DEVELOPMENT IN BACCALAUREATE NURSING STUDENTS (ASSISTED INSTRUCTION, CAIVI).

摘要

The purpose of this study was to compare two types of computer-based video interactive instruction to teach blood pressure assessment. The relationship between a student's level of cognitive development and the use of a computer assisted interactive video instruction (CAIVI) using examples was examined. Cognitive development was determined by Lawson's videotaped version of the Classroom Test of Formal Operations.;The results of this study were that of twenty-two subjects, 59 percent were operating at less than the formal operational level. Analysis of variance was used to determine if there was a significant difference in the posttest scores of: (1) experimental and control groups; (2) experimental nonformal and control nonformal students; and (3) experimental formal and control formal students. These analyses showed that: (1) Posttest scores were not significantly different between subjects using the CAIVI with examples and subjects using the CAIVI with no examples, (2) Posttest scores were not significantly different between nonformal operational subjects in the experimental group and the nonformal operational subjects in the control group, and (3) Posttest scores were not significantly different between formal operational subjects in the experimental group and formal operational subjects in the control group. (Abstract shortened with permission of author.).;The subjects were twenty-two first semester junior baccalaureate nursing students enrolled in Clinical Nursing Practicuum I at The University of Texas at Austin School of Nursing during the Spring Semester 1985. All subjects completed a demographic data form, the Classroom Test of Formal Operations, a pretest, a CAIVI module, and a posttest. A pretest-posttest control group design was used to examine two groups: the experimental group who viewed a CAIVI with examples and the control group who viewed a CAIVI with no examples. Each group contained both formal and nonformal operational students. For the purposes of the study, concrete and transitional students were categorized as nonformal operational. The study further investigated selected descriptive elements: (1) the number of repetitions for selected video segments; (2) pretest scores; (3) posttest scores; (4) GPA; (5) highest level of education; (6) estimated total CAIVI time; (7) previous computer experience; (8) computer comfort; and (9) previous BP experience.