Knowledge Acquisition of AG-ACNP Students Utilizing Different Methods of Lecture in Preparation for High Fidelity Simulation

One year of preliminary results of this study were presented in a podium format at the NONPF 40^th Annual Meeting, 2014. The study is now complete after two years of data collection and the researchers would like to present the final results as a poster.

 Many schools of nursing are investigating innovative teaching strategies to help manage nursing faculty shortages, limited time of experts in practice and rising costs of education while also striving to satisfy student’s educational needs.  Studies in recent years have demonstrated that simulation and “flipping the class” can enhance knowledge acquisition for advanced practice nursing students. Nevertheless, few studies have compared the knowledge gained by in-class lectures verses on-line lectures followed by face-to-face and hands-on simulation directed by experts.

 The purpose of our two year study was to determine the differences in knowledge acquisition and preparation for simulation labs between two methods of lecture instruction concerning mechanical ventilation and noninvasive airway management. The same group of interdisciplinary experts worked together to develop interactive on-line lectures and traditional in-class lectures for acute-gerontology acute care nurse practitioner students (AG-ACNP.)

 Over a two year period 47 AG-ACNP students in a university program were enrolled and randomized to either classroom lectures or on-line lectures. Both groups were placed in the same simulation scenarios post lecture. Students were given tests to ascertain their baseline knowledge, post lecture knowledge and post simulation knowledge. A Mann-Whitney U test demonstrated that no statistically significant difference existed between groups when comparing pre-test, post-lecture test and post-simulation test [(2-tailed): p > 0.05].

Data collection demonstrated that interactive pre-recorded lectures provided the same knowledge acquisition as traditional in-class lectures and both methods of lectures equally prepared students for critical thinking in high-fidelity simulation scenarios conducted by an interdisciplinary team. Further, there were no differences in knowledge gained post simulation.

This study was supported by a university school of nursing and a major medical center. Researchers include PhD and master prepared faculty with backing of a university statistician.