Effect of Punctuated Lectures on Undergraduate Nursing Students Classroom Learning: A Mixed Methods Design

Abstract

Abstract: Background: The punctuated lecture is the teaching learning strategy which can promote interactive and student centered learning activities to enhance their learning. Implementing punctuated lecture can enhance student engagement in learning activities. This can positively impact their learning.

Objective: To examine the effectiveness of punctuated lecture strategy on undergraduate nursing students’ tests scores.

To explore the perceptions of students’ regarding the process of punctuated lectures.

Materials and Methods: A mixed methods embedded design was conducted. A quasi-experimental post-test design was used with 102 under- graduate students from the private college of nursing, Islamabad. The study duration was from October, 2020-July, 2021. Punctuated lectures were applied as an intervention in three different nursing courses (Pathophysiology, Mental Health Nursing, Teaching and Learning) by select- ing five topics each. After 20 minutes of session, the experimental group was asked to write reflection and feedback, and control group was involved in group discussion. Reflection and feedback, and post-test scores were used for analysis.

Result: The overall mean learning scores were higher in the experimental group in comparison to the control group (6.42 ± 2.32 versus 4.91±2.73) with a statistically significant p-value =0.001. By analysis of reflection and feedback, two categories and subcategories were identified.

Conclusion: It is concluded that punctuated lecture method is beneficial for improving learning outcomes and helping students to develop an interest in learning, clear their concepts, increase knowledge, and retain information. Nurse educators can implement punctuated lecture strategy to improve classroom learning outcomes.