Knowledge and accuracy of cardiac monitor lead placement among baccalaureate nursing students based on two teaching methods
An experimental study was conducted to investigate two teaching methods for cardiac monitor lead placement and their effects on knowledge gain and performance level for generic baccalaureate nursing students. The theoretical framework was based on Bandura's (1969, 1977) social learning theory. The sample consisted of 42 sophomore and junior nursing students randomly assigned to the experimental and control groups. The experimental group received a lecture demonstration with verbal explanations of the procedure and the control group engaged in self-study with printed inform action and pictorial illustrations on the same procedure using a self -study guide. Demographic data were used to describe the sample. Pretest/posttest and psychomotor tests were tools developed by the researcher to ass ess pretreatment and posttreatment knowledge levels and posttreatment return demonstration accuracy. Results showed a statistically higher level of accuracy on the return demonstration(£= .02) and statistically significant knowledge gain (£ = .02) by the experimental group.