Interactive video instruction increases efficiency in cognitive learning in a baccalaureate nursing education program.

Abstract

An interactive videodisc instruction module on therapeutic communication in nursing was evaluated to assess its impact on learning and retention. A pre-test, post-test, re-test, control group design was used on two comparison groups. Results showed that the intervention group met therapeutic communication course objectives more efficiently than the control group. Although all 65 student study participants met therapeutic communication course objectives equally well and at a high level by the end of the semester, the intervention group had achieved these objectives at a higher level than the control group within the first month of the semester. The results support the use of computer assisted instruction, and more specifically, interactive videodisc instruction for teaching therapeutic communication skills and permitting an increase in the student-faculty ratio, with no loss in quality.