The Influence a Multiple Teaching Modalities Course on Knowledge and Self-Confidence of Newly Trained Emergency Nurses

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Montejano, Anna C.
Multiple teaching modalities; Knowledge; Self-confidence; Critical Care Nursing
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Many new graduate residency programs exist supporting new registered nurses (RN) transition from theory to practice, but what is not reported in the literature are programs for RNs transitioning in practice to specialty care units, such as the emergency department. Furthermore, literature addressing the use of multiple teaching modalities as a method in course work is limited. A quasi-experimental design study explored the influence a multiple teaching modalities course on the knowledge and self-confidence of newly trained emergency department nurses. Results indicated using multiple teaching modalities provided a benefit to newly trained ED nurses with an increase in knowledge and self-confidence.