THE EFFECT OF INTERACTIVE VIDEO IN GROUP SETTINGS ON THE PROBLEM SOLVING ABILITIES OF SENIOR NURSING STUDENTS.
Our rough guess is there are 36,750 words in this book.
At a pace averaging 250 words per minute, this book will take 2 hours and 27 minutes to read. With a half hour per day, this will take 5 days to read.
How long will it take you?
This book will take an estimated to read at a reading speed averaging words per minute. With 30 minutes per day, this will take to read.
Enter your reading speedYou can take one of our WPM reading speed tests to find your reading speed.
Create a free account to track your reading progress, build your reading list, and set reading goals.
Description
This study investigated the effectiveness of interactive video (IAV) on the problem solving abilities of ninety eight senior level nursing students in group settings. Comparisons were made between traditional (T) and nontraditional students (NT), computer (C) and no computer (NC) experience, associate (AD) and baccalaureate (BSN) students, and dyad and tetrad groups. An ANOVA was performed on the pretest-post test differences using the Watson Glaser Critical Thinking Appraisal Tool. A t-test on problem solving behaviors obtained from audiotaped recordings was performed. Content analysis of journal entries was made. Findings revealed that the quantitative analysis did not support the hypothesis of no difference between dyad and tetrad groups. A t-test on audiotaped recordings was rejected $\lbrack t(23) = 3.82;\ p<.001\rbrack$ with the mean of the tetrad group $(M=36.84;\ SD=10.42\rbrack.$ The hypothesis of no difference between AD and BSN students was accepted $\lbrack\□rm F(□1,70)=.78;\ p<.38\rbrack.$ The t-test on problem solving behaviors between groups $\lbrack t(23)=1.71;\ p<.10\rbrack$ was accepted with the AD mean $(M=51.16;\ SD=15.39)$ and the BSN mean $(M=42.03;\ SD=9.82).$ The last two hypotheses of no difference between T and NT students $\lbrack F(1,70)=.04;\ p<.85\rbrack$ and C and NC groups $\lbrack F(1,70)=.08;\ p<.78\rbrack$ were accepted. Qualitative analysis demonstrated that problem solving occurred. The tetrad group did better than the dyad group (tetrad = 63%; dyad = 56%). T group was more engaged in Content (T = 64%; NT = 60%). The NT group was more engaged in Feeling (T = 36%; NT = 40%). There was little difference in the Content responses (C = 60%; NC = 59%) and the Feeling responses (C = 40%; NC = 41%). Problem solving occurred in assigned groups. More studies need to be conducted on the make-up of groups and the development of a more sensitive instrument to measure problem solving.
Reader Reviews
No reviews yet for this book.
Be the first to share your thoughts!