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:: Volume 11, Number 2 (9-2014) ::
Mod Care J 2014, 11(2): 103-111 Back to browse issues page
A comparative study of learning via module versus lecture teaching methods on the knowledge and practice of oncology nurses concerning safety standards with cytotoxic drugs in Shiraz University of Medical Sciences
Kh Abbasi , M Hazrati, N Pourali Mohammadi, A Rajaee Fard
Instructor, Department of Medical Surgical Nursing , abbasikh@yahoo.com
Abstract:   (2813 Views)

  

  Background and Aim: A ll nurses need continuing education, especially those working in oncology wards. In the current programs, there are just two general patterns for teaching: teacher - centered and student - centered patterns. T he aim of this study was to compare the effect of teacher -centered (lecture) and student-centered (module) teaching methods on the knowledge and practice of oncology nurses in relation to safety standards with cytotoxic drugs .

  Materials and Methods: In this quasi-experimental study, all the nurses in Shiraz (2010-2011), who participated in the prescription of cytotoxic drugs to patients were selected (n=86) and randomly divided into three groups . The module group (n=29) used a self-directed module, the lecture group (n=28) was taught by an experienced lecturer in the classroom for 5 hours, and the control group (n=29) did not receive any intervention. Data in relation to knowledge and practice of oncology nurses in the three groups were collected before and 8 weeks after the intervention using a researcher-made questionnaire and checklist . To analyze the data, paired t-test, Chi-square, one-way ANOVA, and Tukey test were used at 0.05.

  Results: Knowledge and practice mean scores increased significantly from baseline in both intervention groups (P<.001), but there was no significant difference between the scores for the control group (P>0.05). Change of knowledge and practice mean scores in lecture and module grous was significantly more than that of the control group (P<0.001) . No considerable difference was observed between the lecture and module groups (P>0.05) .

  Conclusion : Given the results of the current study, advantages of student-centered educational methods, nursing workload, and the sensitive nature of the nursing profession, modules can be suggested as a suitable alternative method for lecture.

Keywords: Nursing Education, Knowledge, Practice, Lecture, Module
Full-Text [PDF 454 kb]   (504 Downloads)    
Type of Study: Experimental | Subject: Nursery
Received: 2013/03/14 | Accepted: 2014/03/2 | Published: 2014/09/27
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Abbasi K, Hazrati M, Pourali Mohammadi N, Rajaee Fard A. A comparative study of learning via module versus lecture teaching methods on the knowledge and practice of oncology nurses concerning safety standards with cytotoxic drugs in Shiraz University of Medical Sciences. Mod Care J. 2014; 11 (2) :103-111
URL: http://moderncare.bums.ac.ir/article-1-315-en.html
Volume 11, Number 2 (9-2014) Back to browse issues page
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