The effect of providing immediate and delayed videotape feedback on 72 sophomore nursing studnts' achievement of skill in performing a nursing procedure (subcutaneous injection) was investigated. Grade point average (GPA) and critical thinking ability related to feedback modifications were independent variables delineated for the study, as high critical thinking ability and GPA were thought to be pertinent factors in achievement. One hypothesis, that delayed feedback would enable students to achieve the highest scores, was not supported. But the hypothesis, that the autotutorial approach would be more effective than the conventional teacher discussion-demonstration in increasing the performace of the skill needed to give a subcutaneous injection, was supported. While the study failed to provide evidence that either immediate or delayed feedback significantly influenced performance, it did indicate that students with high critical thinking ability performed better than those with low. There were no significant effects for GPA levels.