Traditional Classroom Lectures Research Articles

Norwegian Public Health Nursing Students’ Experiences with the Transition from Classroom to Online Lectures: Benefits and Challenges

The integration of technology in higher education increased online courses available to students, although traditional face-to-face interaction remains dominant. The COVID-19 pandemic forced a rapid transition to emergency remote teaching (ERT), impacting public health nursing (PHN) education in Norway, which primarily consists of adult learners. The impact of the transition to online-only lectures on these students remains largely unexplored. The aim of this study is to examine how Norwegian PHN students experienced the transition from traditional classroom lectures to online-only lectures during the global pandemic. It also identifies the self-reported advantages and challenges associated with online-only lectures and whether this transition affected their perceived learning outcome. A cross-sectional sample of public health nursing (PHN) students (n = 275) participated in a survey in from May to November 2020. The questionnaire was specifically developed for this study and covers student motivation, perceived benefits and challenges of transitioning to online lectures, peer collaboration, and self-assessed learning outcomes. It was distributed to the PHN students via their respective education’s LMS system. Most PHN students managed the technical aspects of the abrupt transition to online-only lectures effectively. They reported high digital competence, found the transition relatively easy, and remained motivated to continue their studies. Despite these positives, students reported a reduction in learning outcomes compared to classroom lectures. Challenges included the missing face-to-face interaction with peers, difficulties in managing childcare, and issues with structuring their studies.

Paramedic educational programs maintain entry level competency throughout the COVID-19 pandemic.

The COVID-19 pandemic required unprecedented changes to emergency medical services (EMS) educational frameworks in the United States. It is unclear if pandemic-related changes impacted paramedic educational outcomes. We aimed to evaluate curricular and performance changes resulting from the initial COVID-19 pandemic on paramedic educational programs. We performed a retrospective cross-sectional evaluation of paramedic educational programs in 2019 and 2020 using the Committee on Accreditation of Educational Programs for the Emergency Medical Services Professions annual reports. These reports contain detailed program components and measures of program success. We included programs reporting at least one graduate in the study period. Descriptive statistics (proportions [%], median [interquartile range, IQR]) were calculated for paramedic program characteristics in 2019 and 2020, as well as pandemic specific curriculum changes. Wilcoxon rank-sum and Fisher's exact tests were used to evaluate differences in characteristics by year. The number of paramedic educational programs in our population decreased from 640 programs in 2019 to 612 in 2020, with a statistically significant decrease in clinical hours (2019: 219 [IQR 168‒272]; 2020: 200.5 [IQR 157‒261]). There was no difference in first or third-attempt certification examination success between years. Temporary shutdown was experienced in 34% of programs (duration: 3weeks [2‒7]) and 72% of required curricular changes. Curricular changes commonly included decreased in-person education (86%), traditional classroom lectures (78%), number of clinical sites (78%), and increased online didactic education (92%). Only 20% of programs decreased laboratory simulation or total training hours. During the pandemic, paramedic educational programs changed educational delivery with no observed differences on overall program performance. Identifying key curricular changes and best practices for implementation may be necessary to better optimize future educational delivery.

A Guide to Innovation in Physician Associate/Assistant Education: Using Instructional Technology for Improved Engagement.

For physician associate/assistant (PA) educators, the path of least resistance often is to focus our cognitive energies on topics with which we are most comfortable and to deliver content in the style in which we are most accustomed. The consequence of this approach is that many didactic curricula are delivered in a traditional, lecture-based format, which then aligns with how the faculty were taught. Studies show that lecture-based teaching may not be the most effective and that blending teaching modalities can improve knowledge acquisition. In addition, scheduling several classroom lectures week to week can be challenging, especially in a program that uses numerous guest lecturers to deliver the curriculum. One solution to this problem may be through innovative, engaging resources that enable faculty to deliver content asynchronously. Developing and implementing such tools can be challenging to PA faculty because they are often not formally trained in education nor are they up to date on the most current innovations in educational technology. Furthermore, change can be difficult, and it could seem an insurmountable feat to step outside the comfort zone of a traditional lecture. This work describes a collaboration between PA faculty and a University Instructional Support Specialist where the Analysis, Design, Develop, Implement, Evaluate ADDIE model, a widely used system for developing training tools, was used to create an asynchronous lecture for students in the form of an interactive series of modules to replace a traditional classroom lecture.

Application Research on Cultivating Humanistic Care in Nursing Students Oriented by Core Competencies of Nurses in the Digital Era

This study explores an experiential teaching model for cultivating humanistic care in higher vocational nursing education, oriented by the core competencies of nurses in the digital era. Using an experimental comparison method, the experimental group adopted the experiential teaching model, while the control group used traditional classroom lectures. After the course tasks were completed, significant changes (P<0.05) were observed in the overall score and six factors of the nursing core competency assessment between the experimental and control groups. The experimental group students showed considerable improvements in critical thinking, research, leadership, interpersonal relationships, legal and ethical practice, professional development, education, and consultation compared to the control group. In summary, the experiential teaching model oriented by the core competencies of nurses in the digital era is conducive to enhancing the psychological quality and professional ability of nursing students.

Research-based learning as an innovative approach for teaching students of environmental engineering: a case study of the emerging field of microplastics in soil

We implemented research-based learning (RBL) as an alternative to traditional frontal classroom lectures and laboratory sessions to impart knowledge on the emerging topic of microplastics in soil to students. The RBL module aimed at studying how microplastics (MPs) affect soil processes. We designed low-cost, small-scale and simple experiments for master’s students in Environmental Engineering at the Hamburg University of Technology. Students reported a clear understanding of concepts underlined by their presentation of the results and enthusiasm towards future exploration for their master’s or doctoral projects evidenced by a number of students carrying out research projects in the same field after finishing the module. The experiments were consequently published as an online learning module with the Hamburg Open Online University, to make them accessible for other students. The recent push in the education sector to include innovative teaching and learning methodologies offers new opportunities for RBL that are practical and replicable learning experiences that foster students’ research and problem-solving skills in areas of chemical, soil physics and environmental engineering fields.

Students' Perceptions of Learning Critical Thinking in College English Reading Courses Through Traditional Classroom Lectures

Students' Perceptions of Learning Critical Thinking in College English Reading Courses Through Traditional Classroom Lectures

A partially flipped physiology classroom improves the deep learning approach of medical students.

This study aimed to compare the impact of the partially flipped physiology classroom (PFC) and the traditional lecture-based classroom (TLC) on students' learning approaches. The study was conducted over 5 mo at Xiangya School of Medicine from February to July 2022 and comprised 71 students majoring in clinical medicine. The experimental group (n = 32) received PFC teaching, whereas the control group (n = 39) received TLC. The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) was used to assess the impact of different teaching methods on students' learning approaches. After the PFC, students got significantly higher scores on deep learning approach (Z = -3.133, P < 0.05). Conversely, after the TLC students showed significantly higher scores on surface learning approach (Z = -2.259, P < 0.05). After the course, students in the PFC group scored significantly higher in deep learning strategy than those in the TLC group (Z = -2.196, P < 0.05). The PFC model had a positive impact on deep learning motive and strategy, leading to an improvement in the deep approach, which is beneficial for the long-term development of students. In contrast, the TLC model only improved the surface learning approach. The study implies that educators should consider implementing PFC to enhance students' learning approaches.NEW & NOTEWORTHY In this article, we compare the impact of the partially flipped classroom (PFC) and the traditional lecture classroom (TLC) in a physiology course on medical students' learning approaches. We found that the PFC benefited students by significantly enhancing their deep learning motive, strategy, and approach, which was good for them. However, the TLC model only improved the surface learning motive and approach.

Training and Application of Teachers’ Informationalized Teaching Skills in a Blended Teaching Model for Accounting

Abstract Blended teaching combines the benefits of both traditional classroom lecture instruction and online learning, allowing students to tailor their learning path based on their knowledge base. It also eliminates time and space constraints, effectively counteracting the limitations of traditional teaching methods. Based on teachers’ informational teaching skills, this study adopts the improved PSO algorithm to summarise the data generated by the teaching process and builds a blended teaching model based on accounting training in the context of big data. Subsequently, we employed a questionnaire survey to explore how the blended teaching model aligns with the informational teaching skills of accounting students, and ultimately, we summarized and generalized the impact of the blended teaching model’s execution. It was found that the accuracy of the data collected by the hybrid teaching model based on the DPSO algorithm ranged from 86.82% to 95.05%, and the energy consumption of the sensors of this model only ranged from 5.46 to 7.76*102 (mJ). Students were very satisfied with 32%-50%, 26%-33%, 30%-50%, and 25%-61% of the blended teaching effect, information technology teaching skills, course design and organization evaluation, and learning effect evaluation, respectively, which indicates that the blended teaching has achieved good results. This paper optimizes the three aspects of teaching and training the accounting profession to provide a reasonable reference for the construction of an information technology teaching mode for accounting professional training and application.

Pain Medicine Education in Emergency Medicine Residency Programs.

Background Pain is a common complaint in the emergency department (ED), yet there is a lack of robust pain curricula in emergency medicine (EM) residency programs. In this study, we investigated pain education in EM residencies and various factors related to educational development. Methodology This was a prospective study collecting online survey results sent to Program Directors, Associate Program Directors, and Assistant Program Directors of EM residencies in the United States. Descriptive analyses with nonparametric tests were performed to investigate relationships between these factors, including educational hours, level of educational collaboration with pain medicine specialists, and multimodal therapy utilization. Results The overall individual response rate was 39.8% (252 out of 634 potential respondents), representing 164 out of 220 identified EM residencies with 110 (50%) Program Directors responding. Traditional classroom lectures were the most common modality for the delivery of pain medicine content. EM textbooks were the most common resource utilized for curriculum development. An average of 5.7 hours per year was devoted to pain education. Up to 46.8% of respondents reported poor or absent educational collaboration with pain medicine specialists. Greater collaboration levels were associated with greater hours devoted to pain education (p = 0.01), perceived resident interest in acute and chronic pain management education (p < 0.001), and resident utilization of regional anesthesia (p = <0.01). Faculty and resident interest in acute and chronic pain management education were similar to each other and high on the Likert scale, with higher scores correlating to greater hours devoted to pain education (p = 0.02 and 0.01, respectively). Faculty expertise in pain medicine was rated the most important factor in improving pain education in their programs. Conclusions Pain education is a necessity for residents to adequately treat pain in the ED, but remains challenging and undervalued. Faculty expertise was identified as a factor limiting pain education among EM residents. Collaboration with pain medicine specialists and recruitment of EM faculty with expertise in pain medicine are ways to improve pain education of EM residents.

Empowering Students Through Experiential Learning Experiences

Experiential learning allows students the opportunity to learn by doing and promotes critical thinking with reflecting on the event. This experience provides the students with hands on practice and encourages the development of socialization within the student population of FHSU. Students are encouraged to utilize cultural competence and engage the population without reservation. These events are intertwined with collaborative classroom discussions, traditional classroom lectures, and individual student synthesis of their acquired knowledge. Reflection of the experience provides students the opportunity to evaluate the activity, and plan for future interactions in practice.

Comparison of Class Room Lectures with Fishbowl-Snowball Activity for Dental Undergraduate Students: An Observational Study

Abstract Background Traditional classroom lectures have been the backbone of the education system for a long time although this method is most effective but it may not always permit active engagement with the matter and learn it. In contrast, active teaching formats such as fishbowl and snowball techniques allow students to participate in the task of attaining knowledge by shifting the target from preceptor to student, thereby allowing a better understanding of the concepts. Methodology A total of 80 final-year undergraduate dental students were included in this study. Each student was informed regarding study design and protocol. A lecture on the principles of Pediatric Endodontics was delivered to the students in small groups using the routine virtual method, following which a pre-test activity questionnaire and formal thinking questionnaire were given to the students for scoring. Following this, the class of 80 was divided into smaller groups of four each and the Fishbowl–snowball activity was performed. A post-test activity questionnaire and formal thinking questionnaire were given once again to the students for scoring. The mean pre and post-test scores were statistically analyzed using paired t-test by statistical software SPSS version 20. A p-value of &lt; 0.05 was considered significant. Results The overall mean difference between pre and post-test activity and formal thinking scores was seen to be statistically significant (p &lt; 0.001). Conclusion It was seen that a combination of fishbowl and snowball method of teaching led to more satisfactory results as compared with the routine classroom teaching method.

Dental Students' Perception of Integrating E-learning During COVID-19: A Cross-Sectional Study in a Saudi University.

PurposeThe aim of this study was to assess dental students’ perceptions and overall experiences regarding e-learning at King Abdulaziz University, Jeddah, Saudi Arabia, during the COVID-19 pandemic.MethodsThis cross-sectional study was carried out from November 2020 through March 2021. A pre-structured, self-administered questionnaire was emailed to undergraduate dental students (second year through sixth year and dental interns). The final sample included 296 undergraduate dental students and interns. Univariate analysis was done to report the sample characteristics. Chi-square and Fisher exact with Monte Carlo were conducted to evaluate the preference of students regarding e-learning across characteristics of the study sample.ResultsThe majority of students preferred to integrate e-learning into traditional classroom lectures, although 51.7% did not favor it for clinical subjects. More than half of the sample believed that e-learning allowed excellent interactivity with the instructors. A higher percentage of second-year students preferred traditional learning (71%) than students in other years who preferred a combination of both traditional and online learning (P-value < 0.001). The mode of learning is not associated with marital status, though 36.4% of married students prefer e-learning (P-value = 0.4). Most dental students considered e-learning a positive experience.ConclusionThere were significant differences in the mode of learning preference between the preclinical and clinical years. Continuous monitoring of learners’ needs, challenges, and outcomes is crucial to effectively evaluate e-learning in dental education.

Attitude of dental students towards academic online learning during lockdown in the year 2019 due to coronavirus disease – An online survey

Objectives: A process of acquiring knowledge by a person is called education. At present, educational system focuses on the ways with which the students are being educated. The pandemic condition, due to coronavirus disease of 2019, has made online learning compulsory for one and all. Students are not introduced for this new technique to use for longer time and dental practitioners spend more time in clinical learning. The aim of the study was to assess the attitude of dental students toward academic online learning as compared to traditional ones during COVID-19 pandemic lockdown. Materials and Methods: Questionnaire was made using software Google Forms which was based on determining attitude of students toward online learning and send to around 75 students. A total of 63 students responded to it, received in the form of mails. The data were collected and statistical analysis was performed. Results: About 93.7% of students selected traditional classroom lectures and clinical demonstrations and 6.3% of students selected online lectures/ webinars/demonstrations regarding the preference of learning method. Conclusion: Regardless of the various advances in the learning methods, students would like to continue with the traditional classroom learning rather than online learning after the COVID-19 lockdown is over.

Mobile application as a learning tool for improving dental students' knowledge regarding dental trauma.

Current evidence suggests an important knowledge gain of health sciences' students and professionals with mobile devices (m-learning). This study aimed to verify whether different strategies of teaching (traditional lecture classroom, m-learning and association of both methods) would present greater efficacy in knowledge improvement regarding dental trauma in primary dentition. An action research study using a participatory approach was conducted with 36 undergraduate Brazilian dental students. A structured questionnaire composed of six clinical cases of traumatic injuries was initially applied to all students (pre-test). Participants were then randomly distributed into three experimental groups: TC-students who had access exclusively to traditional lecture classroom; APP-access exclusively to the mobile application; and TC-APP-access to both approaches. The traditional and technological methods had evidence-based content and visual resources of the subject. After interventions, all students responded to the same previous questionnaire (post-test). Wilcoxon and Kruskal-Wallis tests were performed for statistical analysis. All tested groups obtained statistically significant improvement between their pre-test and post-test scores, for both diagnosis and treatment of dental trauma (p<.005). Nonetheless, no intergroup differences were observed amongst the scores of pre- and post-test for diagnosis (p=.159) and treatment (p=.206). All teaching approaches applied obtained similar knowledge improvement of undergraduate dental students regarding traumatic injuries in primary teeth.

A Study to Assess the Perception of Conventional Teaching Versus Online Class Teaching Among Nursing Students in Selected Colleges of Lucknow

Background of the Study: In the last decade online teaching and learning have become a major part of formal and informal education. Despite the current expansion of online teaching and learning settings, the most common use of online teaching and learning still appears to be the same: putting a specific content of face-to-face teaching on the web using a learning management system.[4] Compared with traditional class room lectures, faculty has less control over online teaching, and students are more likely to skip the class. Therefore, the progress of online teaching and its learning effectiveness largely depend on students' high level active learning outside of classroom. The students have difficulties due to the lack of a good learning attitude. Students often have problems such as lack of self - discipline, suitable learning materials or good learning environments when they are self-isolated at home. [4] As per the above affirm mentioned reasons, the researchers felt that it is important to analyze the effectiveness of the perception towards conventional class teaching and online class teaching. Aim of this study is to find out comparison between perception of conventional class teaching versus online class teaching. Materials &amp; Methods: A descriptive survey research method was used. 100 students who fulfilled the inclusion criteria like BSc Nursing first year to third year students who attended the online class and class room teaching regularly for a minimum period of 3 months or more were selected by using convenience sampling technique. Semi structured questionnaire was used for the collection of data from the samples through an online survey. Inferential and descriptive statistics were used to analyze the data. Results: The mean value (77.73) and standard deviation (14.26) of online class teaching is higher than mean value (77.13) and standard deviation (13.01) of conventional class teaching. The t- test value is (1.88) shows highly significant at (0.05) level of confidence. So online class teaching is more effective than the conventional class teaching. Conclusion: From the present study it can be concluded that the flexible study hours and the environment as well as the decreased study pressure may be reasons for the online classes to be more effective than conventional class teaching.

Flipped Classroom Versus Classroom Lecture: A Content Mapping Study in Undergraduate Nursing.

Educators face the ongoing difficulty of managing finite class time and limited instructor-student interactions to balance discourse and active learning. Complicating this is the growing expectation to incorporate technology into nursing curriculum. This study explored the differences of the traditional classroom lecture (TL) with the flipped classroom (FC) format and the effects on higher-order thinking. A content analysis was performed on previous work. Concept maps were used to evaluate data from transcripts of undergraduate nursing students' case study discussions in either a TL or FC format. FC groups had a more complex concept map morphology and identified more subcategories and links. They exhibited a greater number of higher-order thinking concepts compared with the TL groups. The emergence of discussion tangents across both the FC and the TL groups was unexpected. The FC approach enhances student learning and aids in the development of higher-order thinking. [J Nurs Educ. 2021;60(11):629-632.].

Impact of Nurse Practitioners and Nursing Education on COVID-19 Pandemics: Innovative Strategies of Authentic Technology-Integrated Clinical Simulation

Taiwan Nurses Association and the International Council of Nurses recognize nurse practitioners (NPs) as advanced-practice nurses. A total of 11,266 registered nurses held NP certificates in April 2021 in Taiwan (Tsay, 2021). While international organizations recognize NPs with graduate degrees, over 85% of NPs in Taiwan hold a bachelor degree only. Tsay and Wang (2007) emphasized that NP education in Taiwan should be in step with international trends. Therefore, nursing schools must recruit PhD faculty who hold NP certificates. In addition, complicated and simulation-based learning procedures and teaching plans must be incorporated into the graduate curriculum and clinical practicum to promote the clinical reasoning competences and advanced nursing capabilities of NPs in light of professional training, qualifying examinations, and occupational practice. With the evolution of virtual technology, the strategies for teaching core competences in nursing education have shifted from traditional classroom lectures to online format simulation. Recently, scholars have begun using authentic technology-enhanced clinical simulation to develop and integrate nursing competence to reconceptualize the gap between theory and practice (Weeks et al., 2019). It is increasingly important to teach patient safety, clinical reasoning, and decision-making skills to nursing students using the assistive methods of clinical simulation technology (Aebersold, 2016; Johnsen et al., 2016). Since 2019, the COVID-19 pandemic has had a global impact. In May 2021, clinical practice settings and university campuses in Taiwan were closed following the announcement of a nationwide, level-3 epidemic alert. The Ministry of Education and Taiwan Nurses Association approved the replacement of up to 50% of clinical practicum hours with alternative learning activities. Therefore, faculties require innovative strategies to teach requisite skills and deliver clinical practica online. The faculty members of California State University use virtual clinical education and standardized patient-based telehealth simulations (Shea & Rovera, 2021). In Taiwan, there is a lack of studies in the literature examining the effect of replacing 50% of traditional face-to-face clinical activities with educational alternatives. Prior survey results have demonstrated the efficacy of transitioning to virtual clinical experiences in an online environment for undergraduate and graduate students (Fogg et al., 2020). Moreover, a systematic review provided evidence that virtual simulations support learning outcomes (Foronda et al., 2020). To promote clinical-reasoning competence in graduate students with NP certificates and prepare alternative, virtual-based teaching plans to meet the remaining clinical hours required of students, Fooyin University's School of Nursing has recently established the multi-functional iNursing-Innovative Learning Center. The hardware devices provide interactive virtual patients with character creator 3D, augmented realty (AR) hospital, operating room, intensive care unit, and virtual reality (VR) simulation plans for different nursing divisions as well as editors of electronic book and AR/VR teaching plans. The simulation plans include commercial products and self-design produced by well-trained faculty members. A group of seeding faculty members supported by the Ministry of Education's Higher Education Sprout Project and university funding was tapped to develop a large number of virtual simulation plans. In addition, when developing virtual simulation, it is necessary to follow teaching team discussion and learning objective setting procedures, pre-brief teachers and students, enact plans, conduct debriefing, and collect and evaluate data to explore the learning and teaching process and outcomes (Verkuyl et al., 2021). The nursing clinical practicum continues to be impacted by the ongoing COVID-19 pandemic. In a further study, nursing academic faculty cooperated with clinical preceptors to develop and design education strategies using authentic technology-integrated clinical simulations to promote advanced and comprehensive care competences in nurse practitioners.

Dental students' perceptions and academic performance in a preclinical fixed prosthodontics course delivered remotely during the COVID-19 pandemic

Introduction: The quarantine, due to the COVID-19 pandemic, forced dental schools globally to change to distant learning methods which include viewing previously recorded lectures or attending online virtual classes. Aims: The aim of this study was to assess the impact of three methods of teaching: Online interactive virtual classes, recorded lectures, and real-life classroom lectures on the academic performance of dental students. The second aim was to evaluate the students' perceptions of the two remote teaching methods as a substitute for traditional classroom lectures. Materials and Methods: The cross-sectional study was conducted with the second-year dental students at the College of Dentistry, King Saud bin Abdulaziz University for Health Sciences, during the spring semester of 2020. The last six lectures of a Preclinical Fixed Prosthodontics course were delivered remotely due to the COVID-19 pandemic. The students' performance in these lectures was compared to their performance in the first nine lectures of the course delivered traditionally before the quarantine period. An online survey was distributed to the students at the end of the course with questions about their perceptions regarding the different teaching methods used to deliver the didactic component of the course. Results and Discussion: The performance of 104 students (56 males and 48 females) was assessed through the number of correct responses for each teaching method. The percentage of students who responded correctly to all the questions was 44% for the classroom lecture format, 75% in the interactive virtual class format, and 78% in the recorded lecture format. The response rate to the online survey was 87.5%. The majority of the students (78%) indicated that the interactive virtual classes were an effective learning method. The perception about viewing recorded material was also positive as 83% of the students agreed that it is an adequate learning method when the classroom lectures were canceled. Nevertheless, only 43% indicated that recorded material could be used as a substitute for classroom attendance. Conclusion: The students' performance in the lectures taught remotely in interactive virtual classes or by viewing recorded lectures was both effective and comparable to traditional classroom lectures. The dental students were generally satisfied with the remote online education.

Comparison of student satisfaction, perceived learning and outcome performance.

The goal of this study was to investigate whether blended online with laboratory instruction differs from traditional classroom lecture and laboratory with regard to student satisfaction and performance in a radiographic technique class teaching radiation health and physics. Following institutional review board approval, 122 participants were randomly assigned to either an online or classroom environment for the lecture portion of the course. All participants attended weekly laboratory sessions in person. Anonymous surveys given during midterm and final exams assessed satisfaction with learning experience and expected grades. Linear models assessing differences between groups were adjusted for age, gender, prior online class experience, online class preference, self-reported computer skill, and time of year. Students in the blended cohort reported overall greater satisfaction (p < .03) and found the delivery method more enjoyable (p < .002) than did the traditional classroom cohort. No differences in exam scores between groups were observed. This study demonstrated that a blended format of instruction can improve learner satisfaction as compared with the traditional classroom method. Blended instruction implemented into a traditional educational program helps students balance schedules, has a positive impact on perceived learning, and provides exam success similar to that of the traditional classroom.

Structured simulations improves students' knowledge acquisition and perceptions of teaching effectiveness: A quasi-experimental study.

To determine the effect of adding structured simulation to a traditional classroom lecture format on students' knowledge acquisition and their evaluation of faculty teaching effectiveness, compared to traditional classroom lectures alone. There is a critical lack of high-quality clinical placements/experiences in nursing education, particularly in clinical specialty populations, such as paediatrics. Simulation has been shown to help students practice in a safe environment. However, less is known about the outcomes of embedding simulation in didactic class sessions or classroom lectures. Additionally, data on the impact of simulation as a teaching pedagogy on faculty teaching effectiveness is limited. Post-test, nonequivalent control group quasi-experimental study. Students in two prelicensure nursing programs participated in a 10-week term paediatric nursing course taught by the same faculty member on two different campuses. The students at one campus, designated as the control group (n=43), received four hours of traditional, lecture-only, instructions. The group at a second campus, the intervention group (n=44), received the same lectures with added structured simulations. Students' knowledge acquisition and their evaluation of faculty teaching effectiveness were measured in both groups using the same standardised assessment measures. The CONSORT checklist was followed. Students' knowledge acquisition scores and their evaluation scores of faculty teaching effectiveness were significantly higher in the intervention (simulation) group compared to the control group. A significantly higher number of students in the simulation group scored above the national average Nursing Care of Children score as compared to students in the control group. Integrating simulation with didactic instruction enhanced students' knowledge acquisition and improved their opinion of faculty teaching effectiveness. Augmenting lecture with simulation may provide students with learning experiences that they may not have during clinical rotation due to a lack of paediatric clinical placement sites and differences between sites.