Date of Award
Doctor of Nursing Practice (DNP)
The purpose of this project was to compare adding an additional educational intervention (the use of an instructional peer video on a mobile device) to standard practice in the skills lab to teach the skill of male and female urinary catheterization and the removal of a urinary catheter. The project had a quasi-experimental design, without control, and utilized a convenience sample of 31 pre-licensure nursing students. Failure rates at skills evaluation were compared between the previous semester A (fall 2014) and semester B (spring 2015). Semester B was subdivided into two groups, with approximately half in the traditional instructional B1 (n=15) and the remaining in traditional plus mobile peer video instruction B2 (n=16). Measures of perceived competency, actual competency, satisfaction, confidence, and open-ended subjective responses to questions on mobile learning and peer learning were evaluated in both groups. Descriptive statistics were calculated, and comparative analyses were conducted using the Wilcoxon rank sum test, the Wilcoxon signed rank test and Fisher’s exact test. Results indicated that the intervention of peer video via mobile technology was perceived overall as positive to the learner. Although not statistically significant, there was an overall decrease in the percentage of skills evaluation failures from semester A to B.
Carver, Elizabeth Hall, "The Use of Peer Video via M-Learning to Teach Essential Nursing Skills" (2015). Nursing Theses and Capstone Projects. Paper 219.