COMPARISON OF SELF PACED LEARNING MODULES WITH DIDACTIC CLASSROOM INSTRUCTION

本研究的目的是比较自我步调的有效性 学习模块与传统的教学课堂教学， 癌症护理课程中的概念教学。这项研究将随机 将同意参加课程的护士分配到一个 两种学习方法：自定进度或传统课堂 指导。受试者将通过标准化知识测试进行评估 在指定的学习方法之前和之后的间隔。的量 教师和学生科目准备、呈现和 完成课程将被确定。将使用以下方法分析数据： 多变量技术受试者招募于1995年1月启动 到目前为止有14名受试者。数据收集和受试者招募将 继续

The purpose of this study is to compare the effectiveness of Self Paced Learning Modules with traditional didactic classroom instruction in teaching the concepts in Cancer Nursing Course. This study will randomly assign consenting nurse participants scheduled to attend the course to one of two learning approaches: self paced or traditional classroom instruction. Subjects will be evaluated with a standardized knowledge test at intervals before and after the assigned learning approach. The amount of time spent by instructors and student subjects to prepare, present and complete the course will be determined. Data will be analyzed using multivariate techniques. Subject accrual was initiated in January, 1995 with 14 subjects accrued to date. Data collection and subject accrual will continue.