Flynn E R, Wolf Z R, McGoldrick T B, Jablonski R A, Dean L M, McKee E P
J Nurs Staff Dev. 1996 Jan-Feb;12(1):19-26.
The authors' purpose in this study was to (1) compare the effects of three teaching methods on registered nurses' and licensed practical nurses' knowledge of medication error risk reduction strategies, and (2) to compare registered nurses' and licensed practical nurses' knowledge of medication error risk reduction strategies using a pretest/posttest design. Registered nurses (n = 129) and licensed practical nurses (n = 21) employed by two hospitals constituted the study sample. Subjects were assigned alternately to three intervention groups: videotape (n = 50); instructional booklet (n = 50); and lecture (n = 50). A 38-item test, including true-false, multiple choice, matching items and dosage calculation problems, was administered to subjects in each group before and after the teaching intervention. On the basis of the results, there was no statistically significant difference in total knowledge scores for the three intervention groups (F = 2.07, P = 0.130). Staff development instructors should consider the advantages of a videotape and instructional booklet over the time-intensive lecture strategy.
（1）比较三种教学方法对注册护士和执业护士减少用药错误风险策略知识的影响；（2）采用前测/后测设计，比较注册护士和执业护士在减少用药错误风险策略方面的知识。两家医院雇佣的注册护士（n = 129）和执业护士（n = 21）构成了研究样本。受试者被交替分配到三个干预组：录像带组（n = 50）；指导手册组（n = 50）；讲座组（n = 50）。在教学干预前后，对每组受试者进行了一项包含是非题、多项选择题、匹配题和剂量计算问题的38项测试。根据结果，三个干预组的总知识得分在统计学上没有显著差异（F = 2.07，P = 0.130）。员工发展培训师应考虑录像带和指导手册相对于耗时的讲座策略的优势。
