To lecture or not to lecture? That is the question

Kenneth John Oja, Lesly Kelly

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)21-25
Number of pages5
JournalJournal for Nurses in Professional Development
Volume32
Issue number1
DOIs
StatePublished - Jan 1 2016

ASJC Scopus subject areas

  • Leadership and Management
  • Education
  • Fundamentals and skills
  • Review and Exam Preparation

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