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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
To Lecture or Not to Lecture? That is the Question
Kenneth John Oja1, Lesly Kelly
1Kenneth 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.
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.
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