We found a match
Your institution may have rights to this item. Sign in to continue.
- Title
The Effects of Sequencing Strategies in Teaching Methods on Nursing Students' Knowledge Acquisition and Knowledge Retention.
- Authors
Lin, Wei-Ting; Yu, Ching-Yun; Chou, Fan-Hao; Lin, Shu-Yuan; Lee, Bih-O.
- Abstract
Background: No existing research has determined which teaching sequence strategy is the best for nursing students. Purpose: To find out which sequence is most effective in knowledge acquisition and knowledge retention and to further verify knowledge acquisition between problem-based learning (PBL) and lecture-based learning (LBL). Methods: This was a quasi-experimental design with a comparison of two nursing student groups selected from students in their final program year who were invited to participate. Generalized estimating equation was used to compare Group I (LBL-PBL-clinical practicum) and Group II (PBL-LBL-clinical practicum) by using knowledge acquisition and knowledge retention as outcome variables. Findings: Fifty-six senior students joined this study. Group I was significantly better than Group II on both knowledge acquisition (β = 7.05, p = 0.04) and knowledge retention (β = 9.40, p = 0.03). Discussion: The sequence of LBL-PBL-clinical practicum or policy of allowing practicum and courses in the same semester might be the best strategy to enhance knowledge retention.
- Subjects
KNOWLEDGE acquisition (Expert systems); NURSING students; TEACHING methods; GENERALIZED estimating equations; PROBLEM-based learning
- Publication
Healthcare (2227-9032), 2022, Vol 10, Issue 3, p430
- ISSN
2227-9032
- Publication type
Article
- DOI
10.3390/healthcare10030430