| Sumario: | The purpose of this study was to compare the performance outcomes of entry level nursing students, who were taught selected psychomotor skills by traditional lecture/discussion methods versus self-learning modules (SLM). Students from two Midwestern universities were divided into two groups. The yellow group received a self-learning module for urinary catheterization and lecture/discussion instruction for sterile dressing change. The green group received the self-learning module for sterile dressing change and lecture/discussion for urinary catheterization. The performance outcomes of a paper/pencil test and skill demonstration were compared. The scores of students that received the self-learning module were compared to those that received traditional methods of lecture/discussion, for that skill. Each group received a self-learning module for one of the skills and traditional lecture/discussion for the other selected skill. The null hypothesis of no significant difference in the mean scores of the performance outcomes at alpha level of.05 was accepted. Student preference for self-learning modules increased, but lecture/discussion remained the preferred method of instruction. The null hypothesis of no significant difference in the students preference of instructional method was rejected. Being able to ask questions of the instructor, was identified as the key indicator of preference. Students also preferred the videotaped demonstration to faculty demonstration, as they could rewind and view again as desired.
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