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ERIC Number: ED313032
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 22
Abstractor: N/A
Reference Count: N/A
A Comparison of Computer Simulation and Video-Taped Roleplays as Instructional Methods in the Teaching of Specific Interviewing Skills.
Hummel, Thomas J.; Batty, Carol M.
This study compared the effectiveness of computer simulation with that of traditional videotaped role playing in a helping skills course for nurses. Subjects were 78 nursing students at the University of Minnesota's School of Nursing who enrolled in a helping relationships course during either the winter or spring quarter of 1987. During each quarter, two instructors offered two sections each of the helping relationships course. Within each combination of quarter, instructor, and section, students were randomly assigned to receive either videotaped role play followed by the computer simulated roleplay, or the computer simulation followed by the videotaped role play. This resulted in a 2x2x2x2 generalized randomized block design. Students were tested at three time points while they counseled a coached client: after the didactic portion of the course, after the first role play, and after both role plays. Audio recordings of each testing session were made. After the third test, the tapes were given in random order to an external rater who was certified to use the Helping Skills Verbal Response Inventory (HSVRS) by its authors. The dependent variables were 6 of the 10 available rating categories on the HSVRS: (1) affect; (2) content; (3) open questions; (4) closed questions; (5) advice; and (6) influence. A 2x2x2x2 multivariate analysis of variance (MANOVA) was carried out separately on each set of gain scores. The video role play was found to be somewhat more effective than the computer simulation in the development of helping skills. This advantage, however, is dependent upon the skill of the instructor who provides the videotape feedback. (30 references) (GL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A