Roger Watson, Editor
The debate continues about how best to deliver education to nurses and, perhaps due to the professional and interpersonal aspects of nursing, there are concerns about whether or not the teaching requires face-to-face interaction between teacher and learner. This is the topic of a study from the USA by Soper (2016) titled: 'Knowledge into learning: comparing lecture, e-learning and self-study take-home packet instructional methodologies with nurses' and published in Nursing Open.
The aim of the 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.' An experiment invovled 87 nurses receiving a package on coronary care by the various mehtods and then being given the same knowlegde questionnaire. There was no significant difference bewteen the methods of delivery in the knowlegde of the nurses.
The author concluded: '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 they are not equally cost- and time-effective. Therefore, hospital educators may wish to formulate policies regarding a choice of instructional method that takes into account the efficient use of nurses’ time and institutional resources.
Soper T (2016) Knowledge into learning: comparing lecture, e-learning and self-study take-home packet instructional methodologies with nurses Nursing Open DOI: 10.1002/nop2.73