COMPARISON OF SELF PACED LEARNING MODULES WITH DIDACTIC CLASSROOM INSTRUCTION

这项研究将比较自定进度学习的有效性。 模块与传统教学型课堂教学的结合 癌症护理课程和化疗课程中的概念。 这项研究将随机分配同意的护士参与者 计划以两种主要方法之一参加课程： 自定进度或传统的课堂教学。主题将是 使用标准化的知识测试在培训前后进行评估 当然了。讲师为准备和讲演所花费的时间 学生完成这门课程的决心将是确定的。数据将是 使用多变量技术进行分析。科目应计项目为 1995年1月启动；迄今已积累了27个科目。 数据收集和科目计提将继续进行。

This study will compare the effectiveness of self-paced learning modules with traditional didactic classroom instruction in teaching concepts in the Cancer Nursing courses and the Chemotherapy course. This study will randomly assign consenting nurse participants scheduled to attend the courses to one of two leading approaches: self-paced or traditional classroom instruction. Subjects will be evaluated with a standardized knowledge test before and after the course. The time spent by instructors to prepare and present and for students to complete the course will be determined. Data will be analyzed using multivariate techniques. Subject accrual was initiated in January 1995; 27 subjects have been accrued to date. Data collection and subject accrual will continue.