title: [Cancer nursing care education programs: the effectiveness of different teaching methods].
abstract: BACKGROUND
  In-service education affects the quality of cancer care directly. Using classroom teaching to deliver in-service education is often ineffective due to participants' large workload and shift requirements.
  
  
  OBJECTIVE
  This study evaluated the learning effectiveness of different teaching methods in the dimensions of knowledge, attitude, and learning satisfaction.
  
  
  METHODS
  This study used a quasi-experimental study design. Participants were cancer ward nurses working at one medical center in northern Taiwan. Participants were divided into an experimental group and control group. The experimental group took an e-learning course and the control group took a standard classroom course using the same basic course material. Researchers evaluated the learning efficacy of each group using a questionnaire based on the quality of cancer nursing care learning effectiveness scale. All participants answered the questionnaire once before and once after completing the course.
  
  
  RESULTS
  (1) Post-test "knowledge" scores for both groups were significantly higher than pre-test scores for both groups. Post-test "attitude" scores were significantly higher for the control group, while the experimental group reported no significant change. (2) after a covariance analysis of the pre-test scores for both groups, the post-test score for the experimental group was significantly lower than the control group in the knowledge dimension. Post-test scores did not differ significantly from pre-test scores for either group in the attitude dimension. (3) Post-test satisfaction scores between the two groups did not differ significantly with regard to teaching methods. The e-learning method, however, was demonstrated as more flexible than the classroom teaching method.
  
  
  CONCLUSIONS
  Study results demonstrate the importance of employing a variety of teaching methods to instruct clinical nursing staff. We suggest that both classroom teaching and e-learning instruction methods be used to enhance the quality of cancer nursing care education programs. We also encourage that interactivity between student and instructor be incorporated into e-learning course designs to enhance effectiveness.
authors.affiliation: National Taipei University of Nursing and Health Sciences, Republic of China.
authors.forename: Yun-Ju
authors.initials: YJ
authors.lastname: Cheng
authors.forename: Yu-Hsiu
authors.initials: YH
authors.lastname: Kao
mesh_terms: D000328:Adult; D004506:Education, Nursing; D005260:Female; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D009369:Neoplasms / Q000451:nursing*; D010549:Personal Satisfaction; D013663:Teaching / Q000379:methods*