Date of Last Revision
Bachelor of Science in Nursing
Date of Expected Graduation
Due to multiple learning styles, it can be difficult to teach to large groups of students. The purpose of this study is to compare the effectiveness of two different educational interventions designed to teach infant hunger cues to undergraduate nursing students to increase the knowledge and confidence levels needed for the future teaching of infant hunger cues to new parents. Flemings VARK theory was used to guide this quasi-experimental study. A pretest posttest two-group design was used to evaluate both knowledge and confidence levels in the participants (N= 86). Data was analyzed utilizing a paired t-test. The results noted significant improvements in confidence levels when comparing pre and post test scores, resulting in a difference in the mean between video and handout of 1.47 (t = 3.128, p = .002). The results of the knowledge data shows an improvement with both interventions, however the t-test results failed to show significance, with a mean difference of 1.365 (t = 1.63, p = 0.107). Therefore it can be said that multimodal teaching can improve confidence levels, but the knowledge results revealed there is no evidence to support or reject the hypothesis that the video would significantly increase knowledge.
Gainer, Melissa D., "A comparison of the effectiveness of two educational interventions developed to teach early infant hunger cues to junior level nursing students." (2016). Williams Honors College, Honors Research Projects. 270.