Abstract
Audiovisual materials for nursing students typically show a female nurse demon-strating activities as they are described (and sometimes directed) by a male narrator. Of obvious concern is the effect of such sex stereotyping on female students. Further, do students (male and female) learn as well from instructional video-tapes narrated by an equally competent female narrator? The investigator sought to control all variables but gender of narrator in this study of conceptual learning from videotapes.
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