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Critical care orientation: a comparison of two teaching methods
1University Hospital, Milton S. Hershey Medical Center, Pennsylvania State University, Hershey 17033.
Heart & Lung : the Journal of Critical Care
|September 1, 1988
Summary
Critical care nurse orientees showed similar knowledge and performance gains regardless of teaching method. Both lecture and self-directed learning packages facilitated learning, with self-directed packages involving more at-home study time.
Area of Science:
- Nursing Education
- Critical Care Nursing
- Adult Learning Theory
Background:
- Effective orientation is crucial for critical care nurses.
- Traditional lectures and self-directed learning packages are common educational modalities.
- Evidence comparing these methods in critical care orientation is limited.
Purpose of the Study:
- To compare knowledge, performance, and study time in critical care nurse orientees.
- To evaluate the effectiveness of lecture versus self-directed learning packages.
- To identify optimal teaching strategies for critical care orientation.
Main Methods:
- Nonequivalent control group design with 24 nurse orientees.
- Group A: Self-directed learning package; Group B: Lecture.
- Pre/post knowledge tests, performance simulations, and study time questionnaires administered over 8 weeks.
Main Results:
- All participants demonstrated significant knowledge improvement (p < 0.001).
- No significant differences in knowledge or performance between the lecture and self-directed learning groups.
- Total study time was similar, but self-directed learning group reported more at-home study.
Conclusions:
- Both lecture and self-directed learning packages are effective for critical care nurse orientation.
- Teaching method does not significantly impact knowledge or performance outcomes.
- Self-directed learning may require greater flexibility for at-home study completion.
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