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Related Experiment Video

Updated: May 13, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Impact of different educational methods on nursing knowledge and satisfaction.

Ellen Sterman¹, Barbara Ross, Susan L Russell

¹Oncology and Medical-Surgical Nursing, Newark Beth Israel Medical Center, Newark, New Jersey 07112, USA. esterman@barnabashealth.org

Journal for Nurses in Professional Development

|March 15, 2013

Summary

Nurse educators face challenges in delivering timely information. This study found poster presentations superior to lectures for nursing knowledge acquisition and retention.

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Last Updated: May 13, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Area of Science:

Nursing Education
Healthcare Professional Development
Adult Learning Principles

Background:

Nurse educators must deliver information effectively amidst high patient acuity, staffing challenges, and financial constraints.
Identifying optimal educational methods that align with staff needs and learning preferences is a persistent challenge.
Evaluating the efficacy of different teaching strategies is crucial for improving nursing practice and patient outcomes.

Purpose of the Study:

To compare the effectiveness of lecture versus poster presentation educational methods.
To assess nursing knowledge acquisition and retention following different educational interventions.
To evaluate healthcare professionals' satisfaction with lecture and poster presentation formats.

Main Methods:

An experimental study design was employed.
Two distinct educational methods, lecture and poster presentation, were compared.
Outcomes measured included knowledge acquisition, knowledge retention, and participant satisfaction.

Main Results:

Poster presentations resulted in greater nursing knowledge acquisition compared to lectures.
Knowledge retention was significantly higher following poster presentations.
Participant satisfaction levels varied between the two methods, with specific findings detailed in the study.

Conclusions:

Poster presentations may be a more effective educational method than traditional lectures for nursing staff.
Findings suggest that educational strategies should be tailored to optimize knowledge transfer and retention in healthcare settings.
Further research can explore other innovative educational modalities for nurse educators.