Burns, Barbara A2024-08-082024-08-081984-05-31https://hdl.handle.net/1808/35481M.N. University of Kansas, Nursing 1984The purposes of this study were: (1) to establish the reliability of certain criterion-referenced checklists used to evaluate three nursing psychomotor skills, (2) to determine whether baccalaureate nursing students learn psychomotor skills in the principles of nursing course as effectively by slide-tape as by live demonstration, (3) to determine if there is any relationship between the time of instruction and initial skill practice and successful performance of psychomotor skills, and (4) to determine if redundancy as opposed to the lack of redundancy correlates with the ability to successfully perform psychomotor skills. The sample was 53 baccalaureate nursing students enrolled in their first clinical nursing course, principles of nursing. The sett1ng was a school of nursing which is one of three schools within a college of health sciences in a state university located in a large midwestern metropolitan city. The design for this study was experimental: four randomly assigned groups of subjects were exposed to three different treatments. Group A was exposed to live demonstration with immediate practice. Group B was exposed to slide-tape demonstration with immediate practice. Group C was exposed to slide-tape demonstration with delayed practice. Group D was exposed to slide-tape demonstration with delayed practice and live demonstration with immediate practice. Three separate criterion-referenced checklists were used to measure performance of subjects on each of three nursing psychomotor skill areas: handwashing, measuring a blood pressure, and donning sterile gloves. Interrater reliability was not successfully established probably due to both weaknesses in the tools and lack of sufficient orientation time for the faculty. Due to the multiple problems and uncontrolled variables of failure to establish interrater reliability on the performance checklists, unequal and varying treatment group sizes, unequal practice and testing conditions, subject noncompliance, and inadequate sample size, the data from this study cannot conclusively demonstrate a significant difference in performance scores among the four treatment groups. Nevertheless, the study demonstrated the need to ensure that evaluation tools are reliable and valid and that school of nursing faculty members are well oriented to the objective use of the evaluation tools.Added to KUSW with permission formThesisopenAccess