title: To Lecture or Not to Lecture? That is the Question.
abstract: A quasi-experimental mixed-methods study compared the effects of an unfolding case study with lecture in a nursing orientation class on new graduate registered nurses' knowledge, perceived learning, and satisfaction with the instructional method. Although results showed that the unfolding case study was engaging, learners who received content in a lecture format achieved significantly higher posttest scores. Nursing professional development specialists will find this article helpful when considering instructional methods for new graduate registered nurses.
authors.affiliation: Kenneth John Oja, MS, RN, is Doctoral Candidate, Arizona State University, College of Nursing and Health Innovation, Phoenix. Lesly Kelly, PhD, RN,is Assistant Professor at the Arizona State University, College of Nursing and Health Innovation, Phoenix.
authors.forename: Kenneth John
authors.initials: KJ
authors.lastname: Oja
authors.forename: Lesly
authors.initials: L
authors.lastname: Kelly
mesh_terms: D000328:Adult; D004521:Educational Measurement; D005260:Female; D006801:Humans; D007318:Inservice Training / Q000379:methods*; D007858:Learning; D008297:Male; D008875:Middle Aged; D009726:Nurses; D013663:Teaching