title: Blended versus lecture learning: outcomes for staff development.
abstract: Critical care pharmacology education is crucial to safe patient care for nurses orienting to specialized areas. Although traditionally taught as a classroom lecture, it is important to consider effectiveness of alternative methods for education. This study provided experimentally derived evidence regarding effectiveness of blended versus traditional lecture for critical care pharmacology education. Regardless of learner demographics, the findings determined no significant differences in cognitive learning outcomes or learner satisfaction between blended versus lecture formats.
authors: Nursing Practice, Education and Research, Mission Hospital, Asheville, North Carolina 28801, USA. heidi.sherman@msj.org
authors: Heidi
authors: H
authors: Sherman
authors: Linda
authors: L
authors: Comer
authors: Lorene
authors: L
authors: Putnam
authors: Helen
authors: H
authors: Freeman
mesh_terms: D000328:Adult; D002983:Clinical Competence / Q000706:statistics & numerical data; D003194:Computer-Assisted Instruction / Q000379:methods*; D035061:Control Groups; D003422:Critical Care / Q000523:psychology; D020375:Education, Distance / Q000379:methods*; D004506:Education, Nursing / Q000706:statistics & numerical data; D018961:Educational Technology / Q000458:organization & administration; D005260:Female; D017144:Focus Groups; D006801:Humans; D007858:Learning; D008297:Male; D009657:North Carolina; D009730:Nursing Assessment; D009740:Nursing Staff / Q000193:education* / Q000523:psychology; D010549:Personal Satisfaction; D010601:Pharmacology, Clinical / Q000193:education; D015397:Program Evaluation; D013192:Staff Development / Q000706:statistics & numerical data*; D011795:Surveys and Questionnaires; D013663:Teaching; D013997:Time Factors