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Teaching strategies and knowledge retention

R S Schlomer1, M A Anderson, R Shaw

  • 1Educational Services, St. Joseph Medical Center, Bloomington, Ilinois, USA.

Journal of Nursing Staff Development : JNSD
|November 18, 1997
PubMed
Summary
This summary is machine-generated.

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Registered nurses showed similar knowledge retention whether they used a written self-learning module or attended a didactic lecture. This finding suggests teaching methodology flexibility for staff educators based on available resources and learner needs.

Area of Science:

  • Nursing Education
  • Healthcare Professional Development

Background:

  • Continuing education is crucial for healthcare professionals to maintain updated knowledge and skills.
  • Evaluating the effectiveness of different educational modalities is essential for optimizing learning outcomes.

Purpose of the Study:

  • To compare knowledge retention in registered nurses following two distinct competency-based educational modules: written self-learning versus didactic lecture.
  • To determine if the teaching methodology significantly impacts long-term knowledge retention in mandatory healthcare standards review.

Main Methods:

  • A pretest/posttest quasiexperimental design was employed with 67 registered nurses.
  • Participants completed either a written self-learning module or a didactic lecture on Joint Commission on Accreditation of Healthcare Organizations (JCAHO) and Occupational Safety and Health Association (OSHA) standards.

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  • Analysis of covariance (ANCOVA) was used to compare posttest scores, controlling for pretest knowledge levels.

    • Main Results:

    • No statistically significant differences were found in posttest knowledge retention scores between the written self-learning group and the didactic lecture group (alpha = 0.05).
    • Knowledge retention was comparable irrespective of the teaching method utilized.

    Conclusions:

    • The choice of teaching methodology (written self-learning vs. didactic lecture) does not significantly affect knowledge retention for mandatory healthcare standards review among nurses.
    • Staff educators can select teaching methods based on flexibility, available resources, and learner needs after defining desired educational outcomes.