Abstract
A programmed audiovisual introduction to a large obstetric-gynecologic clinic was developed for and evaluated by nursing students who spent one or two weeks in the facility. This orientation is geared toward active learning and progress at each individual's rate. Data show that this orientation is an effective and efficient substitute for faculty presentation of repetitive information. In six of eight tasks evaluated, students in a programmed audiovisual group required fewer days to acquire skill in performing the tasks than did students in a control group. Faculty are released to help the student with the more sophisticated aspects of nursing care.
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