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Biomedical subjects

R M Langland

Publications and source records attributed to R M Langland.

4 recordsLinked to original sources
PubMed1984

Use of extraneous conversation in the teaching of nursing skills.

The purpose of this study was to explore the use of extraneous conversation as a distractor while assessing students' level of skill acquisition in the laboratory. The sample consisted of 50 nursing students enrolled in Introduction to Nursing Methods at a large Midwestern university. Subjects were assigned randomly to experimental and control groups. Extraneous conversation was used as a distractor during skill demonstration of intramuscular injections by the 25 students in the experimental group. The 25 students in the control group were not verbally distracted during skill demonstration. These skill demonstrations were videotaped. Data were collected from three evaluations: during the skill demonstration, a rating was based on the inclusion of critical elements; later on viewing the video tapes, faculty assigned a score to the performance based on the number of elements included; students were re-evaluated in the clinical setting based on guidance given by the instructor, performance of critical and noncritical elements, and the smoothness of the performance. Analysis of data from the ratings of students in the laboratory and from the ratings of students from the video tapes with the Wilcoxon rank-sum test revealed no significant differences (a = .05) in performance for the experimental and control groups. Chi-square analysis of data from the evaluation in the clinical setting indicated that students in the experimental group performed at a higher level than students in the control group.

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Using a self-care framework for continuing education in gerontological nursing.

Orem's (1985) Self-Care Deficit Nursing Theory (S-CDNT) was used as a framework for an 8-day continuing education course in gerontological nursing provided nine times throughout Missouri. Through the use of case studies, major elements of the theory were not only introduced, but also were related to practice by speakers who focused on self-care abilities and limitations, as well as self-care demands and agency. Evaluation data from each of the locations demonstrated a significant increase in participants' knowledge scores from pre- to posttest (p less than .0001) using the Sign Rank Test. Participants perceived a substantial increase in both knowledge of theory-based gerontological nursing and theory-based practice. Follow-up evaluations after 6 months suggested that the use of S-CDNT as a framework for gerontological nursing content had a lasting impact on the development of a strong nursing perspective and on more positive attitudes toward gerontological nursing.

Education, Nursing, Continuing↗