ABSTRACT
IMPORTANCE: Manipulatives are hands-on or virtual displays that facilitate teaching and learning and are interactive and engaging to students during the learning activity. Manipulatives have been shown to be effective teaching tools for a wide range of students. OBJECTIVE: This study examined whether the use of manipulatives in nursing education improved Satisfaction, Learning/Knowledge Retention, Behavior/Transfer of Learning, and Intentions to Change Practice. Underpinning theoretical frameworks included Kirkpatrick's Four Levels of Evaluation Model and Theory of Planned Behavior. DESIGN, SETTING, AND PARTICIPANTS: A quasi-experimental design comparing lecture to manipulative training was used with a sample of nursing interns and students. The study manipulative was a hands-on tool that demonstrated physiologic changes that occur with fluid imbalances. Data were collected using three questionnaires (1) before training, which included demographics and questions on participants' level of comfort with fluid imbalances, (2) immediately following training, which evaluated Satisfaction, Learning, Behavior, and Intentions, and (3) 6-8 weeks after training, which evaluated Learning, Behavior, and Intentions. MEASURES: Independent sample t-test, Mann-Whitney U test, and repeated-measure analysis of variance were used to analyze the data. CONCLUSION: Findings revealed significant differences in Intentions to change practice (p = 0.014), indicating the manipulative had a greater potential effect on clinical practice compared to the lecture.
