Critical care orientation: a comparison of two teaching methods.
The purpose of this study was to determine differences in knowledge, performance, and study time between critical care orientees after use of two types of teaching methods: lecture and self-directed learning package. This study had a nonequivalent control group design. The sample consisted of 24 nurse orientees employed in critical care areas of a large teaching hospital on the Eastern Seaboard. Group A (n = 13) used a self-directed learning package and group B (n = 11) attended a lecture. Data were collected during an 8-week orientation. During week 2 the knowledge pretest was administered, the demographic data questionnaire was completed, and group A was given the self-directed learning package. During week 6 group A completed the self-directed learning package and group B attended the lecture. During week 8 the knowledge and performance simulation posttests were administered, and the study time questionnaire was completed. A paired t test revealed a difference in pretest and posttest knowledge in all participants, t (23) = 6.6, p less than 0.001, indicating that learning occurred among all participants. ANCOVA showed no significant differences between groups in knowledge and performance. A t test showed no significant differences in total study time between the two groups. Group A reported significantly (p less than 0.001) greater at-home study time than group B. Results of this study indicate that nurse orientees' knowledge and performance may be similar with the use of either lecture or self-directed learning package.
Cunningham
J L
JL
University Hospital, Milton S. Hershey Medical Center, Pennsylvania State University, Hershey 17033.
D003422:Critical Care; D007318:Inservice Training / Q000379:methods*; D009741:Nursing Staff, Hospital / Q000193:education*; D011380:Programmed Instructions as Topic; D013663:Teaching / Q000379:methods*; D014481:United States