Comparing classroom learning to video learning in teaching electronic fetal monitoring concepts to registered nurses

The major purpose of this investigation was to determine if registered nurses practicing obstetrics demonstrate any difference in EFM pattern interpretation ability following learning electronic fetal monitoring (EFM) concepts by attending a class compared to learning by videotape. A quasi-experimental design was utilized to gather data from a convenience sample of thirty classroom learners and thirty video learners in North Carolina.;T-tests were used to analyze the differences between the dependent and selected independent variables. The dependent variable for the study was achievement gained as measured by comparing the pretest and posttest percentile scores of nurses on a test interpreting EFM tracings. The independent variables selected for the study were method of instruction, years of experience interpreting EFM tracings, number of previous EFM workshops attended, and preference of instructional method.;All nurses participating in the study demonstrated a gain in their achievement scores when their pretest and posttest scores were converted to percentile scores. However, there was not a significant difference in the mean gain of achievement scores when comparing classroom and video learners. There were also no significant differences in the mean gain achievement scores when compared to the other independent variables of years of EFM experience, number of previous EFM workshops, and attending preferred method of instruction.;The findings yielded several implications for practice. Distance education techniques, particularly video instruction need to be further developed for continuing education for obstetric nurses learning EFM content. Video instruction offers a more flexible and less expensive alternative to classroom education. Furthermore, research needs to be conducted to determine if there are other methods of instruction that can also improve nurses' ability to interpret EFM tracings.