Computer-assisted versus traditional classroom instruction to promote change in the nursing management of the second stage of labor
The purpose of this study was to compare knowledge acquisition and retention, modification in clinical practice and learner satisfaction when using computer-assisted (CAI) and traditional classroom instruction to teach positioning and pushing guidelines during the second stage of labor. A randomized, post-test only, two-group design was used. The sample included 104 intrapartum nurses employed in a women's specialty hospital. The subjects were recruited and randomized into experimental and control groups. The experimental group received instruction using a computer module and the control group attended a lecture. The instruments included a demographic data form; a post-test administered immediately and 30 days post-intervention; a satisfaction scale; and a pushing and positioning questionnaire of reported clinical practice. The computer group showed a statistically significant difference (p < .05) in test scores immediately after instruction and 30 days post-intervention. A significant difference was found with overall satisfaction rates with CAI. No difference was found with reports of changes in clinical practice between the two groups. Results indicated that nurses completing the module using the computer exhibited higher knowledge scores, retained more knowledge and reported greater satisfaction with CAI. However, the method of instruction made no difference in changing clinical practices during the second stage of labor.