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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.
Journal for Nurses in Professional Development
|September 19, 2015
Summary
New graduate registered nurses showed higher knowledge gains with traditional lectures compared to unfolding case studies in orientation. Case studies were more engaging, but lectures improved test scores significantly.
Area of Science:
- Nursing Education
- Healthcare Professional Development
Background:
- Effective orientation is crucial for new graduate registered nurses' transition.
- Evaluating instructional methods impacts knowledge acquisition and skill development.
Purpose of the Study:
- To compare the efficacy of unfolding case studies versus traditional lectures in nursing orientation.
- To assess the impact on new graduate registered nurses' knowledge, perceived learning, and satisfaction.
Main Methods:
- A quasi-experimental mixed-methods study design was employed.
- Participants included new graduate registered nurses in an orientation class.
- Instructional methods compared were unfolding case study and lecture formats.
Main Results:
- Learners in the lecture format achieved significantly higher posttest knowledge scores.
- The unfolding case study method was perceived as more engaging by participants.
- No significant difference was found in perceived learning between the two methods.
Conclusions:
- Traditional lecture-based instruction may be more effective for knowledge acquisition in nursing orientation.
- While engaging, unfolding case studies may require further refinement for optimal knowledge transfer.
- Nursing professional development specialists should consider these findings when designing orientation programs.
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