Abstract
The aim of this study is to compare the two different teaching strategies among nursing students of College of Nursing in giving subcutaneous injection by applying bloom's taxonomy of learning domains. Quasi-experimental design was utilized in this study. Twenty one nursing students from BSN 2nd year were recruited to participate and divided into two groups in separate nursing skills lab. A performance checklist guide has been used to experimental group who performed subcutaneous injection with pricking of the needle to a simulated low fidelity mannequin and control group without pricking of the needle. Post test was used on both groups to evaluate student's performance in subcutaneous injection with pricking of needle. Mildly to moderately difference in cognitive and psychomotor skills was existed between groups. However, there is no significant difference in both groups in affective skill. Based on study findings, it suggests that skills that have been practice with hands-on in the nursing skills lab prior to clinical performance will contribute on student's learning competency in cognitive and psychomotor domains regardless of the difficulty of skill presented and number of students performed.
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