Comparisons of cooperative based versus independent learning while using the haptic intravenous simulator

McWilliams, Lenora
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The aim of this study was to evaluate the effectiveness of cooperative based as compared to independent learning when employed with nursing students who are learning intravenous catheter (IV) insertion using a haptic IV simulator. Inserting an IV is a complex and critical skill taught in nursing school. Haptic IV simulators provide tactile feedback, such as palpation of a vein and resistance during venipuncture, while offering opportunity for students to practice and perfect skills in a safe environment without harm to a patient. Cooperative learning is an active learning strategy where students work together to complete a task. A convenience sample of Junior Level Two nursing students was randomized into positions and then into IV simulation groups. Results for this posttest only experimental research design indicated that 36% of the variance for the initial performance score and 52% of the variance in the number of attempts to earn a passing performance score was related to position. Students learn as a result of observing and working together in cooperative groups. In addition, this study provides empirical evidence that supports the efficacy of simulation as a means of students learning a psychometric skill.

Health and environmental sciences, Education, Cannulation, Cooperative learning, Haptic IV simulator, Independent learning, Intravenous, Nursing students, Simulator