To lecture or not to lecture? That is the question

Kenneth John Oja, Lesly Kelly

Research output: Contribution to journalArticle

2 Citations (Scopus)

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

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Nursing
nursing
nurse
Nurses
graduate
Learning
learning

ASJC Scopus subject areas

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

Cite this

To lecture or not to lecture? That is the question. / Oja, Kenneth John; Kelly, Lesly.

In: Journal for nurses in professional development, Vol. 32, No. 1, 01.01.2016, p. 21-25.

Research output: Contribution to journalArticle

Oja, Kenneth John ; Kelly, Lesly. / To lecture or not to lecture? That is the question. In: Journal for nurses in professional development. 2016 ; Vol. 32, No. 1. pp. 21-25.
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