RESUMEN
Due to constraints of increasing number of nursing students and a disproportionate shortfall of faculty members in nursing schools, it was necessary to supplement traditional lecture or lecture-demonstration with on-line multimedia materials and/or multimedia compact discs for enhancing learning. The authors have developed a computer-assisted learning (CAL) multimedia on vital signs with animation and audio features for teaching in the classroom based on the 5Es inquiry cycle. When the CAL was tried on second-year undergraduates in two comparable schools, all groups of students gained significantly higher performance skills regardless of whether the groups were subjected to CAL/lecture or CAL/lecture/demonstration. However, they did not gain in factual knowledge.
Asunto(s)
Anatomía/educación , Instrucción por Computador/métodos , Bachillerato en Enfermería/métodos , Multimedia/estadística & datos numéricos , Evaluación en Enfermería , Fisiología/educación , Actitud del Personal de Salud , Actitud hacia los Computadores , Competencia Clínica/normas , Evaluación Educacional , Femenino , Humanos , Masculino , Evaluación en Enfermería/normas , Investigación en Educación de Enfermería , Estudiantes de Enfermería/psicología , Encuestas y Cuestionarios , Enseñanza/métodos , Tailandia , Adulto JovenRESUMEN
OBJECTIVE: To describe the association between provider communication and actual maternal pushing behavior in second-stage labor and to test differences in length of second stage and total maternal pushing time by maternal pushing behavior. DESIGN: Descriptive. SETTING: Midwest hospital birth unit. PARTICIPANTS: Twenty primigravidas who gave birth vaginally. INTERVENTION: Type of provider communication (supportive of spontaneous or directed pushing). MAIN OUTCOME MEASURE: Maternal pushing behavior (spontaneous or directed) documented by videotape review. RESULTS: The percentage of provider communication supporting spontaneous pushing versus directed pushing and the percentage of actual spontaneous versus directed maternal pushing behavior were associated (Pearson r = .80, p = .001, for spontaneous and r = .89, p = .001, for directed). Neither duration of second stage (t = .06, p = .95) nor time spent pushing (t = .15, p = .89) differed by spontaneous versus directed pushing style. CONCLUSION: The proportion of spontaneous pushing by the birthing woman was positively and significantly associated with the proportion of caregiver communication supporting and encouraging spontaneous pushing. Importantly, spontaneous pushing did not significantly lengthen the duration of second-stage labor or total time spent pushing.
