A comparison of two teaching methods for pediatric medication administration: Multimedia and text-based modules.
Nurse educators are in a position to design and develop effective methods that consider the cognitive structures and how the mind processes information to teach pediatric medication content to nursing students. The majority of methods teaching medication administration use only one mode: the visual...
| Publicado en: | Comparison of Two Teaching Methods for Pediatric Medication Administration: Multimedia & Text-based Modules pp. 166 p - 167 |
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| Autor principal: | |
| Formato: | research Doctoral Dissertation |
| Publicado: |
University of San Francisco
2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109864496&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 109864496 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: isbn: 9781303721779 dissinfo: disstl: A comparison of two teaching methods for pediatric medication administration: Multimedia and text-based modules. dissinst: University of San Francisco jinfo: jid: IDBM jtl: Comparison of Two Teaching Methods for Pediatric Medication Administration: Multimedia & Text-based Modules maglogo: N pubinfo: dt: 2013 pub: University of San Francisco artinfo: ui: 109864496 109864496 2012573146 UMI Order AAI3611429 109864496 ppf: 166 p ppct: 1 formats: tig: atl: A comparison of two teaching methods for pediatric medication administration: Multimedia and text-based modules. aug: au: Granados, Renee Marie sug: subj: Dosage Calculation Education Pediatric Nursing Education Teaching Methods Comparative Studies Education Research Human Multimedia Student Knowledge Student Performance Appraisal Teaching Materials ab: Nurse educators are in a position to design and develop effective methods that consider the cognitive structures and how the mind processes information to teach pediatric medication content to nursing students. The majority of methods teaching medication administration use only one mode: the visual mode. One mode to present leaning material does not take advantage of the additive effects of using two modes to present learning material.The purpose of the study was to compare the effectiveness of two teaching methods to present learning material for teaching pediatric medication administration content: multimedia and text-based modules. The multimedia and text-based modules included worked examples with a step-by-step explanation and solution on how to calculate pound to kilogram, safe-dose ranges, intravenous flow rates, and fluid maintenance. The dependent variable was knowledge acquisition of mathematical calculation skills for medication administration. Calculation skills were defined operationally as a student's ability to calculate (a) weight-based safe-dose ranges, (b) intravenous flow rates for primary and secondary (intravenous piggy-back) medication infusion, (c) conversions from pounds to kilograms, and (d) fluid maintenance.The results indicated that there were no statistically significant differences between the multimedia and the text-based module with regard to the pass rates and the four subtest items, pound-to-kilogram conversions, safe- dose calculations, intravenous flow rates, and fluid-maintenance calculations. The results also suggest that both modules were not as effective for teaching pediatric medication administration content for the participants in the study, as one would expect.As for additional findings, the majority of errors made by both groups were similar with the exception of three types of errors. The differences between the two groups were related to correctly setting-up the problem, mathematical functions, and calculation errors. The majority of the questions that were answered incorrectly were related to mathematical functions, for example, dividing, adding, or multiplying when not necessary. The text-based group made more mathematical functions errors and calculation errors compared with the multimedia group. All of other types of errors that were made between the two groups were similar. pubtype: Dissertation doctype: research Doctoral Dissertation ougenre: Unknown language: English refInfo: holdings: @attributes: islocal: N |
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