Dataset Information

Knowledge into learning: comparing lecture, e-learning and self-study take-home packet instructional methodologies with nurses.

ABSTRACT:

Aim

The aim of this quantitative experimental study was to examine which of three instructional methodologies of traditional lecture, online electronic learning (e-learning) and self-study take-home packets are effective in knowledge acquisition of professional registered nurses.

Design

A true experimental design was conducted to contrast the knowledge acquisition of 87 registered nurses randomly selected.

Methods

A 40-item Acute Coronary Syndrome (ACS) true/false test was used to measure knowledge acquisition. Based on 0.05 significance level, the ANOVA test revealed that there was no difference in knowledge acquisition by registered nurses based on which of three learning instructional method they were assigned. It can be concluded that while all of these instructional methods were equally effective in knowledge acquisition, these methods may not be equally cost- and time-effective.

Results

The study was able to determine that there were no significant differences in knowledge acquisition of nurses between the three instructional methodologies. The study also found that all groups scored at the acceptable level for certification. It can be concluded that all of these instructional methods were equally effective in knowledge acquisition but are not equally cost- and time-effective. Therefore, hospital educators may wish to formulate policies regarding choice of instructional method that take into account the efficient use of nurses' time and institutional resources.

SUBMITTER: Soper T

PROVIDER: S-EPMC5340166 | biostudies-literature | 2017 Apr

REPOSITORIES: biostudies-literature

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Publications

Knowledge into learning: comparing lecture, e-learning and self-study take-home packet instructional methodologies with nurses.

Soper Tracey T

Nursing open 20161220 2

<h4>Aim</h4>The aim of this quantitative experimental study was to examine which of three instructional methodologies of traditional lecture, online electronic learning (e-learning) and self-study take-home packets are effective in knowledge acquisition of professional registered nurses.<h4>Design</h4>A true experimental design was conducted to contrast the knowledge acquisition of 87 registered nurses randomly selected.<h4>Methods</h4>A 40-item Acute Coronary Syndrome (ACS) true/false test was ...[more]

PMID: 28286663

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Project description:BackgroundOral Medication administration is one of the paramount nursing procedures, where nurses must pay their utmost commitment. The vital aims are to reduce medication errors and ensure patient safety. The objectives of this study were to evaluate whether the nursing students could learn and retain the basic guidelines for oral medication administration when they are taught using a video-assisted teaching method compared with the lecture-demonstration method and to assess the students' attitudes towards the two types of teaching methods.MethodsThis study was conducted as a quasi-experimental study with a pre and post-test design. Forty-five students in the first year of the bachelor's degree in nursing programme participated. All the participants completed a self- administered questionnaire, including socio demographic data and questions of oral medication administration. Subsequently, participants were randomly assigned to two groups. Oral medication administration procedure was taught using two different teaching methods. Finally, the post-test knowledge scores of both groups were assessed and analysed using the paired-sample t-test.ResultsThe results revealed that there was no significant difference in terms of age, gender and type of residence of students in the two groups. When comparing the pre-test mean score and post-test mean score using paired sample t-test, there was a statistically significant difference in both video demonstration group (t = - 4.533, p < 0.001) and lecture-demonstration group (t = - 4.208, p < 0.001). Almost all the students obtained good knowledge scores regardless of the method used in teaching oral medication administration. However, when comparing post-test scores of both groups using an independent sample t-test, it was identified that there was no significant difference between the two groups. Therefore, it was difficult to identify which method was effective than the other. According to the student feedback obtained at the end of the study, 67% of them preferred to have more video demonstrations in their skills classes.ConclusionThe results of this study suggested that oral medication administration can be effectively taught using lecture-demonstration and video-demonstration teaching methods.

Project description:BackgroundUnplugged programming is proved to be an effective means to foster the learner-centered programming learning. In addition to the final tests, learners' programming knowledge, skills, and capacities are primarily demonstrated throughout the programming process, particularly in the situation when they encounter challenges and problems. However, few studies examine how learners engage in the programming processes and to what extent unplugged programming fosters learning. This research used a quasi-experimental design to investigate two instructional modes in China's secondary education, namely, the instructor-directed lecturing and the learner-centered unplugged programming. Based on an analytical framework, this research used mixed methods to compare learners' knowledge, behaviors, and attitudes under these two instructional modes.ResultsThe research results revealed discrepancies between two instructional modes. First, learners in the unplugged programming class achieved significantly higher scores on the programming knowledge assessment, compared to learners in the traditional lecturing class. Second, compared to the traditional lecturing class, learners in the unplugged programming class had higher test scores of the computational thinking skills, particularly on the cooperativity dimension. Next, discrepancies of in-class behaviors showed that learners in the unplugged programming class had frequent behaviors of listening to the instructor's instructions and discussing with peers, while learners in the instructor-directed class had frequent behaviors of listening to instructor, taking notes, and irrelevant activities. Learners' self-reported attitudes in the unplugged programming indicated a higher level of confidence than learners in the traditional lecturing class. Overall, this research revealed that the learner-centered unplugged programming had potential to improve learners' programming knowledge, behaviors, and attitudes compared to the traditional instructor-directed lecturing of programming.ConclusionsAs a feasible and easy-to-use instructional activity in computer science education, unplugged programming is encouraged to be integrated in formal education to increase learners' programming interests, motivations, and qualities. This quasi-experimental research compared learners' programming knowledge, behaviors, and attitudes under two instructional modes. The results revealed critical discrepancies between two instructional modes on learners' knowledge gains, in-class behaviors, and changes of attitudes towards programming. Pedagogical and analytical implications were provided for future instructional design and learning analytics of computer programming education.Supplementary informationThe online version contains supplementary material available at 10.1186/s40594-021-00311-1.

Project description:AIMS AND OBJECTIVES:To describe the perceptions that municipal primary healthcare nurses and municipal registered nurses had about a web-based learning intervention concerning supportive family health conversations in municipal home health care. BACKGROUND:Even though family health conversations are well grounded in theory with several reported benefits for patients and families, most working nurses have little or no training in practising family systems nursing including family health conversations. Continued learning is necessary for nurses, where web-based learning may be one answer of updating the professional skills and knowledge of nurses regarding supporting families. DESIGN:The study used a descriptive design and followed the "Consolidated criteria for reporting qualitative research" (COREQ) checklist. METHODS:Twenty-one nurses participated in an educational intervention that consisted of web-based learning and two face-to-face seminars about family systems nursing including family health conversations. The nurses were interviewed after completion, and the audio-recorded interviews were transcribed verbatim and analysed using qualitative content analysis. RESULTS:The findings consist of nurses' perceptions regarding the disposition of instruction, the prerequisites for learning and a changed approach when working with families. The findings are further reflected on through Illeris' theory concerning learning triangle. CONCLUSIONS:The findings are encouraging for educating nurses in family health conversations at their workplace, with the purpose of supporting patients and families. However, it is important to be aware of the different dimensions of learning, in addition to the appraisal of social aspects and organisational circumstances when educating nurses as they influence the utilisation of the knowledge. RELEVANCE TO CLINICAL PRACTICE:This web-based learning intervention seems to be suitable for educating nurses in family health conversations and could be an appropriate step towards implementing these conversations in home health care with the purpose of supporting families.

Dataset Information

Knowledge into learning: comparing lecture, e-learning and self-study take-home packet instructional methodologies with nurses.

Aim

Design

Methods

Results

Publications

Knowledge into learning: comparing lecture, e-learning and self-study take-home packet instructional methodologies with nurses.

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