The aim of the study was to determine whether the interactive teaching method is more effective than the lecture-based method with regard to the nurse educator’s satisfaction and learning. No local study has been conducted in this area in health educational training programmes in the primary health care setting. The results of this study will help administrators of health education programmes to evaluate the desirability of implementing interactive methods in health education and training.
The study was conducted between January and June 2008 in the Dammam area of the Kingdom of Saudi Arabia. The study was a cross-sectional study that sought to identify the perceptions of health educator nurses; of the 40 invited to participate, 34 nurse educators from 20 primary health care centers attended. The 34 participants were divided in two groups by simple random tables. The quantitative method of data collection, through the use of a two-part questionnaire, was employed.
The mean age of the nurse educators was 35.2 ± 6.9 years. There was a statistically significant difference between the traditional and interactive methods in10 items out of the 22-item questionnaire (higher scores toward interactive method). There was also a significant difference in participants’ preference for the interactive method over the traditional lecture-based method. In addition, significantly better scores for course content and student satisfaction resulted from use of the interactive method. No single factor among the demographic characteristics was found to significantly affect the total differences in score of participant`s perceptions.
Nurse educators in primary health care centers prefer an interactive teaching method and peer teaching over the traditional lecture-based method of instruction. There is a need to train nurse educators to become effective presenters using interactive methods. Updating nurses’ knowledge in interactive teaching and the use of peer teaching is, therefore, important in continuing medical education programs for health professionals.
Table of Contents
1. Chapter 1 Introduction
1.1 Introduction & Background
1.2 Statement of the problem and its significance
1.3 Rationale
1.4 Research question
1.5 Research hypothesis
1.6 Aim
1.7 Specific objective
1.8 importance of the study
2. Chapter 2 Literature review
2.1 Introduction
2.2 Nursing in Saudi Arabia
2.3 Continuous Medical Education (CME)
2.4 Learning theories
2.4.1 Psychological foundations of Active learning:
2.4.2 Dewey’s experimental theory
2.4.3 Meaningful learning
2.4.4 Constructivist learning
2.4.5 Learning environments
2.4.6 Constructivist epistemology
2.5 Teaching methods
2.5.1 Traditional lecture method
2.5.2 Interactive teaching
2.5.2.1 Problem Based Learning
2.5.2.2 Case-based learning
2.6.1 Curriculum and health educators
2.6.2 Peer teaching
2.7 Constructivism
2.7.1 Use of concept map
2.8 Cooperative learning
2.9 Lecture-based course versus group discussion
2.10 Summary
3. Chapter 3 Methodology
3.1 Study design
3.2 Study context
3.3 Study population
3.4 Sample size & Sampling technique
3.4.1 Sample size and response rate
3.5 Selection criteria
3.5.1 Inclusion criteria
3.5.2 Exclusion criteria
3.5.3 Confounding variables
3.6 Pilot study
3.7 Methods used for data collection
3.7.1 Questionnaire
3.7.2 Demographic and professional variables
3.7.3 The English version of the questionnaire
3.7.4 The Arabic version of the questionnaire
3.7.5 Reliability and validity
3.7.6 Health education training program
3.8 Statistical design
3.8.1 Descriptive statistics
3.8.2 Primary analysis
3.9 Ethical consideration
4. Results
4.1 Sample Size and Response Rate:
4.2 Demographic Characteristics:
4.3 Research question
5. DISCUSSION
5.1 Sample size
5.2 Reliability and Validity
5.3 Demographic Characteristics
5.4 To answer the research question:
5.5 Discussion of significant questionnaire items.
5.4 Study Limitations
5.5 Conclusions
5.6 Recommendations:
6. References
Research Objectives and Thematic Focus
This study aims to evaluate and improve the quality of nurses' continuing educational learning and performance as health educators by comparing the effectiveness of an interactive teaching method against a traditional, lecture-based approach in primary health care settings in Dammam, Saudi Arabia.
- Comparison of instructional methods (interactive vs. lecture-based) on nurse satisfaction.
- Impact of peer teaching and collaborative learning on professional training.
- Assessment of nurse perceptions regarding course content and instructor effectiveness.
- Investigation into the influence of demographic characteristics on learning outcomes.
- Implementation of evidence-based instructional strategies in a Continuing Medical Education (CME) framework.
Excerpt from the Book
2.5.2 Interactive teaching
Interactive teaching is a method of instruction that is becoming popular in many parts of the world. It is defined as “a two-way process in which students are expected to play an active part by answering questions, contributing points to discussions, explaining and demonstrating their methods to the class” (Department for Education and Employment, 1999; Sadeo & Robinson, 2002). It is also defined as focused teaching, with the educator being a cognitive coach, highlighting the facilitative nature of the educator-student relationship (Biddulph & Osborne, 1984). For focused teaching to be of value, it requires sensitive educators to challenge the students’ thinking interactively. They must expose students to new ideas, yet value the students’ past experiences while empowering them to be independent learners. Educators are encouraged to learn along with their students by being active listeners and challenging any misconceptions that arise. The students are encouraged to reflect on their own experiences to make sense of them, evaluate their work, and set future learning goals by determining which learning style suits them best (Biddulph & Osborne, 1984).
All interactive teaching strategies have evolved to meet the students’ needs, so they are viewed as student-centred, where students are willing to take an active role in their own learning. Examples of interactive teaching include problem-based learning (PBL), case-based learning (CBL) and peer teaching (Biley, 1999; Miller, 2003).
Summary of Chapters
Chapter 1 Introduction: This chapter outlines the research background and identifies the necessity of comparing instructional methods for nurse educators in primary health care centers.
Chapter 2 Literature review: Provides an overview of learning theories, teaching strategies, and previous research findings on interactive vs. traditional education in nursing.
Chapter 3 Methodology: Details the cross-sectional study design, sampling techniques, data collection instruments, and the implementation of training sessions.
Results: Presents the statistical findings regarding the preferences of nurse educators and the performance differences between the two teaching methods.
DISCUSSION: Analyzes the study results in the context of existing literature and discusses the significant items from the questionnaire regarding nurse satisfaction.
Study Limitations, Conclusions and Recommendations: Summarizes the key findings and limitations of the research, concluding with suggestions for future educational program improvements.
Keywords
Health Educator Nurses, Primary Health Care, Interactive Teaching, Lecture-Based Method, Continuous Medical Education, Nurse Satisfaction, Peer Teaching, Problem-Based Learning, Case-Based Learning, Professional Training, Educational Methodology, Saudi Arabia, Student-Centred Learning, Instructional Effectiveness, Nursing Education
Frequently Asked Questions
What is the core purpose of this study?
The study evaluates whether interactive teaching methods are more effective than traditional, lecture-based methods in enhancing the learning and satisfaction of nurse educators working in primary health care.
Which specific areas of nursing education does the paper address?
It focuses on Continuing Medical Education (CME) and the training of health educators in primary health care settings, specifically covering topics like hypertension, diabetes, and smoking cessation.
What is the primary research question?
The core research question asks if the interactive teaching method increases nurse educators' satisfaction and improves their learning outcomes more than the traditional, strictly lecture-based method.
Which research methodology was adopted?
The investigator utilized a cross-sectional study design with a quantitative approach, employing a two-part 22-item questionnaire to gather data from 34 participating nurse educators, which was then analyzed using descriptive and inferential statistics like paired t-tests.
What topics are analyzed in the main part of the paper?
The main part covers theoretical foundations of learning (Andragogy, Constructivism, Experiential learning), comparative effectiveness of teaching methods (PBL, CBL, Peer Teaching), and the impact of these methods on nurse motivation and satisfaction.
Which keywords define this work?
The work is defined by terms such as Interactive Teaching, Nurse Education, Primary Health Care, CME, and Instructional Strategies.
How does the interactive approach differ from traditional lectures in the study?
The interactive approach involves a two-way process where students actively participate through peer teaching and small-group discussions, whereas traditional lectures involve a one-way unidirectional flow of facts to a largely passive audience.
What role does peer teaching play in this training model?
Peer teaching is used as a core component where students teach each other, which fosters facilitation skills and active engagement, making the learning process more relevant and enjoyable for the participants.
What was the key conclusion regarding the nurse educators' preferences?
The study concluded that nurse educators significantly prefer interactive teaching methods and peer teaching over the traditional lecture-based format, noting better overall satisfaction and better course content engagement.
- Citar trabajo
- Amer H. Alshehri (Autor), 2010, Satisfaction of Health Educator Nurses Through an Ongoing Professional Education Program Using Two Instructional Methods, Múnich, GRIN Verlag, https://www.grin.com/document/494233
