A comparative assessment of interactive videodisc instruction

A counter-balanced design was used to compare student knowledge and self-efficacy following interactive videodisc (IVD) and traditional instruction on intravenous therapy procedures. Students were assigned randomly to treatment groups receiving either IVD instruction followed by traditional lecture or lecture followed by IVD. Subjects were pretested before any instruction and post-tested after each type of instruction to provide three repeated measures for both knowledge and self-efficacy. While both types of instruction produced significant gains over baseline observation, neither method, when used by itself, was clearly superior. Combining both methods, regardless of sequence, was associated with maintained or enhanced knowledge and self-efficacy scores. Traditional-lecture presentation first, followed by IVD instruction, produced the largest gains in self-efficacy for applying intravenous procedures in nursing practice.