Video mediated self-cognition and the Amidon-Flanders Interaction Analysis Model in the training of nurse practitioners' history taking skills

Abstract

The use of videotape recorders to provide externally mediated self-cognition experiences for nurse practitioners learning history taking skills was demonstrated to be a valuable learning adjunct. Two "process" variables were measured: the ratio of indirect-to-direct questioning behavior of the interviewer, and second the patientnurse talk ratio. It was hypothesized that self-cognition would facilitate higher ratios in both analyses.

A class of Medical Nurse Practitioner students was trained in the Amidon-Flanders Interaction Analysis System then randomly assigned to two groups. Treatment group members each re-viewed a videotaped practice interview. The non-treatment group did not re-view but otherwise received identical instruction. Following six weeks of training, the nurses in both groups were audiotaped during an interview and these tapes were analyzed for the two ratios. The results clearly demonstrated that the nurses in the treatment group became significantly more non-directive in their interviewing style.

The significant finding was the impact of the self-cognition experience on the interviewing style of the students. It is suggested that in situations where complex skills are modeled, incorporation of that skill into the behavioral repertoire of the student may be profoundly shortened when self-cognition experiences are provided.