“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 Literature review findings Framework – Knowles Adult Learning Theory

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?

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

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 TraditionalTraditionalInteractiveInteractiveOnlineOnline

EDUCATIONEDUCATION PretestScoresPretestScores Patient Fall Rates Post test Scores Post education Patient Fall Rates Post education Patient Fall Rates Randomized Controlled Trial

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

TraditionalInteractiveOnline Lecture with no opportunity for discussion or questions during class Interactive and group activities - animated Classroom content placed online Two presenters – experienced classroom educators Two presenters – experienced educators utilizing interactive strategies. On line - Experienced coordinator with online education Questions invited at end of presentation Participation and discussion encouraged throughout presentation. Interactions created in authoring tool “Articulate”™ Teaching Methods

Fall Rate Assessment Pre-intervention fall rate data collected two months prior to education Fall rate data re-collected two months after education October Data Novembe r Data December Education January Data February Data

Results 904 nurses participated 288 Traditional education education231Interactiveeducation231Interactiveeducation385 Online education 385

Learning Learning Method Method Pre-Test Pre-Test Post-Test Post-Test Pre and Post Difference Pre and Post Difference Traditional 70.0 ± ± ± Interactive 67.3 ± ± ± Online 71.3 ± ± ± Average Scores by Learning Method Mean ± standard deviation Analysis of variance for Change in Scores: p=0.3923

Learning Method Average Fall Rates Pre Education Average Fall Rates Post Education Traditional 3.85 ± ± 2.33 Interactive 2.54 ± ± 3.47 Online 4.51 ± ± 1.87 Falls Pre and Post Education by Learning Method Analysis of variance for Change in Fall Rates: p=0.0709

Learning Method Women Men Traditional p = ± ± Interactive p = ± ± 9.24 Online ---- Changes in Score by Gender

Learning Method Traditional p = ± ± ± ± ± ± Interactive p = ± ± ± ± ± Changes in Score by Age

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

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

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

Questions???

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