Implementing Interactive Nursing Administration lectures and identifying its influence on students’ learning gains

Yaldez K. Zein ElDin


In the present study the effect of structured interactive lectures on students’ learning was assessed using a pre-
experimental study design. All students enrolled in the fourth year of faculty of nursing, Damanhour University were exposed to four interactive nursing administration lectures given by the researcher. Effects of these lectures were evaluated by giving students “Students Assessment of Learning Gains (SALG)” questionnaire in order to identify their learning gains acquired after attending the interactive lectures. 134 students out of 182 agreed to respond to the questionnaire. There were significant correlations between activities used during interactive lectures and the different students’ learning gains (6 gains). Students ranked their acquired information as the highest gain while their ability to integrate the lectures concepts as the least gain. The study recommended continuing the investigation of interactive lectures in terms of determining how to introduce other activities that help in increasing the students’ abilities to integrate lectures concepts together. A comparison between the effects of interactive versus traditional lectures could be studied further.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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