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Historically, McMaster University School of Nursing in Hamilton, Ontario, Canada has utilized self-directed learning methods to teach psychomotor nursing skills to undergraduate nursing students. Second year students, in their post-clinical evaluations indicated a desire for a structured laboratory setting to assist them in acquiring these skills. In response, faculty designed a randomized control trial to compare the effectiveness of teaching psychomotor skills in a structured laboratory setting with self-directed self-taught modules. The results of this study substantiated the hypothesis of no difference between psychomotor skill performance of students who learn in a self-directed manner and those taught in a structured clinical laboratory.

The purpose of this study was to determine whether variables associated with psychosocial adjustment to a burn injury vary by gender. Male and female burned subjects (N = 260) were compared on their functional disability, disfigurement, coping responses, social resources, and psychosocial adjustment to a burn injury. Both men and women had adjusted psychosocially to their burn injury. Less functional disability (r = .57, p less than .001) for men and greater problem-solving (r = .57, p less than .001) for women were the most important variables in explaining psychosocial adjustment to a burn injury. In the future, researchers need to be cognizant of gender differences and consider men and women as separate populations.

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