1 / 22

“Interactive Teaching Strategies and the Effect on Knowledge and Outcomes”

“Interactive Teaching Strategies and the Effect on Knowledge and Outcomes”. Darlene Schleider, MSN, RN, CCRN Mission Hospitals Asheville, North Carolina. History of Teaching Strategies for Nurses. Best practices for managing information/education Lack of research

dieter
Download Presentation

“Interactive Teaching Strategies and the Effect on Knowledge and Outcomes”

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. “Interactive Teaching Strategies and the Effect on Knowledge and Outcomes” Darlene Schleider, MSN, RN, CCRN Mission Hospitals Asheville, North Carolina

  2. History of Teaching Strategies for Nurses • Best practices for managing information/education • Lack of research • Literature review findings • Framework – Knowles Adult Learning Theory

  3. Study Purpose • Challenges for nurse educators/professional development • Need to engage the learner • What effect do interactive teaching strategies have on knowledge retained and then how does that knowledge transfer to affect patient outcomes?

  4. Setting • Location: Large Western North Carolina Community Hospital (865 Beds) • Timeframe: October, 2010 – February, 2011 Educational Intervention – December, 2010

  5. Research Design: • Randomized Control Trial • Like units grouped (e.g. ICUs, Med-Surg) • Each group then randomized to one of three teaching strategies Like Areas Randomized Traditional Interactive Online

  6. Randomized Controlled Trial Pretest Scores Patient Fall Rates EDUCATION Post test Scores Post education Patient Fall Rates

  7. Educational Content • Developed by Geriatric CNS – Falls Expert • Consistent content used for all strategies • Test development and pilot • Pretest-Posttest consistent for each strategy • Limited number of presenters

  8. Teaching Methods

  9. Fall Rate Assessment • Pre-intervention fall rate data collected two months prior to education • Fall rate data re-collected two months after education

  10. Results 904 nurses participated 288 Traditional education 231 Interactive education 385 Online education

  11. Average Scores by Learning Method Mean ± standard deviation Analysis of variance for Change in Scores: p=0.3923

  12. Falls Pre and Post Education by Learning Method  Analysis of variance for Change in Fall Rates: p=0.0709

  13. Changes in Score by Gender

  14. Changes in Score by Age

  15. Discussion • Analysis of data and findings • Themes gathered from education evaluations • Personal learning preference • Education tailored to learning needs

  16. Limitations • Time of year/weather • Mandatory • Online challenges • Multiple educators (tempered)

  17. Implications • Demographics - age of audience • Impact of topic • Instructor expertise and comfort level with teaching strategy • Cost effectiveness

  18. Questions???

  19. References Akl, E. Pretorius, R., Sackett, K., Erdley, W., Bhoopathi, P., Alfarah, S., & Schunemann, H. (2010). The effect of educational games on medical students’ learning outcomes: A systematic review. Medical Teacher, 32(1), 16-27. Ballantine, L. (2003). Games as an education and retention strategy. Canadian Association of Nephrology Nurses and Technologists Journal, 13(1), 46-48. Benner, P., Sutphen, M. Leonard, V., & Day, L. (2010). Educatingnurses: A call for radical transformation, 19-20. San Francisco, CA: Jossey-Bass.

  20. Bhoopathi, P. & Sheoran, R. (2006). Educational games for mental health professionals: A Cochrane review. TheInternational Journal of Psychiatric Nursing Research, 12(3), 1497-1502. Blakely, G. Skirton, G., Cooper, S., Allum, P. & Nelmes, P. (2009). Educational gaming in health sciences: systematic review. Journal of Advanced Nursing, 65(2), 259-269. Department for Education and Employment. (1999). The National Numeracy Strategy: Framework for Teaching Mathematics. London, UK: DfEE Publications.

  21. DeYoung, S. (2009). Teaching strategies for nurse educators (2nd ed.). Upper Saddle River, NJ: Prentice Hall. Guba, E. & Lincoln, Y. (1994). Competing paradigms in qualitative research. In N. K. Denzin & YS. Lincoln (Eds.), Handbook of qualitative research (pp. 105-118). Thousand Oaks, CA: Sage. Hein, G. (1991). CECA (International Committee of Museum Educators) Conference. (1991). The Museum and the Needs of People. Constructivist learning Theory. Henry, J., (1997). Gaming: A teaching strategy to enhance adult learning. Journal of Continuing Education in Nursing, 28(5), 231-234.

  22. Hodges, T. (2008). Examination of gaming in nursing education and the effects on learning and retention (Doctoral dissertation). Retrieved from http://www.etd.auburn.edu October 13, 2010. Knowles, M. (1998). The adult learner. Woburn, MA: Butterworth-Heinemann. Royse, M. & Newton, S. (2007). How gaming is used as an innovative strategy for nursing education. Nursing Education Perspectives, 28(5), 263-267.

More Related