Comparisons of Cooperative-Based Versus Independent Learning While Using a Haptic Intravenous Simulator

Abstract Background The study's aim was to evaluate the effectiveness of cooperative team learning compared with independent learning when used with nursing students who are learning intravenous (IV) catheter insertion using a haptic IV simulator. Haptic IV simulators provide tactile feedback including palpation of a vein and resistance during venipuncture. Cooperative learning is an active learning strategy where students work together to complete a task. Methods Two convenience samples (N = 180) of nursing students were randomized into four group assignments (A, B, C, or D). A second randomization separated these group assignments into IV simulation clusters with each cluster containing one of each of the four group assignments. Three of the four group assignment members (A, B, C) were designated as the cooperative learning team, whereas the fourth group assignment member (D) was identified as the independent learner working alone. The letters (A, B, C) represented who within the cooperative team of learners was to attempt the IV simulation first (A), second (B), or/and third (C). A posttest-only experimental research design was used to compare group performance scores and number of attempts to be successful of the IV simulator. Results Thirty-six percentage of the variance for the initial performance score and 53% of the variance in the number of attempts to earn a passing performance score were related to their group assignment. Conclusions Cooperative team members performed better with fewer attempts than independent learners when using an IV simulator. Cooperative team members learned from observing and helping one another. This study provides empirical evidence that supports the efficacy of simulation as a means of learning a psychometric skill.