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Volume 11, Issue 2 (6-2014)
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Abbasi K, Hazrati M, Pourali Mohammadi N, Rajaee Fard A. A comparative study of learning via module versus lecture teaching methods on the knowledge and practice of oncology nurses concerning safety standards with cytotoxic drugs in Shiraz University of Medical Sciences. Mod Care J 2014; 11 (2) :103-111
URL: http://mcj.bums.ac.ir/article-1-484-en.html
URL: http://mcj.bums.ac.ir/article-1-484-en.html
Abstract: (301 Views)
Background and AimA ll nurses need continuing education, especially those working in oncology wards. In the current programs, there are just two general patterns for teachingteacher - centered and student - centered patterns. T he aim of this study was to compare the effect of teacher -centered (lecture) and student-centered (module) teaching methods on the knowledge and practice of oncology nurses in relation to safety standards with cytotoxic drugs . Materials and MethodsIn this quasi-experimental study, all the nurses in Shiraz (2010-2011), who participated in the prescription of cytotoxic drugs to patients were selected (n=86) and randomly divided into three groups . The module group (n=29) used a self-directed module, the lecture group (n=28) was taught by an experienced lecturer in the classroom for 5 hours, and the control group (n=29) did not receive any intervention. Data in relation to knowledge and practice of oncology nurses in the three groups were collected before and 8 weeks after the intervention using a researcher-made questionnaire and checklist . To analyze the data, paired t-test, Chi-square, one-way ANOVA, and Tukey test were used at 0.05. ResultsKnowledge and practice mean scores increased significantly from baseline in both intervention groups (P<.001), but there was no significant difference between the scores for the control group (P>0.05). Change of knowledge and practice mean scores in lecture and module grous was significantly more than that of the control group (P<0.001) . No considerable difference was observed between the lecture and module groups (P>0.05) . Conclusion Given the results of the current study, advantages of student-centered educational methods, nursing workload, and the sensitive nature of the nursing profession, modules can be suggested as a suitable alternative method for lecture.
Article Types: Research Article |
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Received: 2026/01/25 | Accepted: 2026/01/26 | Published: 2026/01/26
Received: 2026/01/25 | Accepted: 2026/01/26 | Published: 2026/01/26
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