Piloting a Method for Comparing Two Experiential Teaching Strategies

BackgroundExperiential learning activities allow students to apply abstract concepts in realistic patient-care scenarios. The knowledge, values, and abilities that are essential to nursing practice require aptitude in the affective, cognitive, and psychomotor domains. Therefore, research aimed at assessing the effectiveness of teaching strategies should address how they affect learning outcomes in each of these domains.MethodThis pilot study used a quasi-experimental, nonequivalent comparison, modified Solomon four-group design. A total of 14 student participants were exposed to either case study clinical conference or human patient simulation learning activities. Cognitive, affective, and psychomotor learning outcomes were measured and compared between groups.ResultsNo significant differences in cognitive, affective, or psychomotor learning outcomes were detected between the groups.ConclusionsThere is much to be learned from the design, methods, analyses, and results of this study. As a pilot, this study tested the feasibility of coordinating and carrying out the complex study procedures and provided data for a power analysis to inform future research.