Types of Written Instructional Materials In Nursing Education

Written Instructional Materials In Nursing Education Written Materials in Nursing Education

Written materials such as handouts, books, pamphlets, brochures, and instruction sheets are some of the most commonly used teaching tools in nursing education. These materials are often referred to as “frozen language” because they represent symbolic representations of information that do not change over time (Redman, 2007). The widespread use of printed materials in education can be attributed to their many advantages, making them an essential part of teaching strategies.

The key strengths of written materials in nursing education include:

1. Accessibility: Learners can refer to written materials at their convenience, reinforcing the information provided even when the educator is not present.
2. Familiarity: Written materials are widely accepted and familiar across all levels of society.
3. Affordability: These materials are usually available at relatively low cost and can cover a wide range of topics for educational purposes.
4. Portability: Written materials, such as pamphlets, are lightweight, reusable, and do not require hardware or software for access.
5. Cultural Adaptability: As recognition of the diverse populations increases, these materials are becoming more readily available in multiple languages, catering to a growing multicultural audience.
6. Preference for Reading: Many learners prefer reading printed materials as opposed to receiving messages in other formats, allowing them to process information at their own pace.

Disadvantages of Written Materials in Nursing Education

Despite their advantages, written materials have limitations in nursing education. Some of the key drawbacks include:

1. Abstraction: Written words are an abstract medium for conveying information, which may not be easily understood by all learners.
2. Limited Feedback: Unlike face-to-face communication, written materials do not provide an opportunity for immediate feedback or clarification.
3. High Reading Levels: Research shows that many printed materials are written at reading levels too high for the average patient to comprehend (Doak et al., 1998; Mayer & Villaire, 2009).
4. Inappropriateness for Certain Groups: Written materials may not be effective for individuals with visual or cognitive impairments, as they rely heavily on reading ability and comprehension skills.

Commercially Prepared Materials in Nursing Education

Commercially prepared materials, such as brochures, posters, pamphlets, and instructional sheets, are readily available from vendors and are often used in healthcare education. These materials can be beneficial for nurse educators, but it is essential to critically evaluate their content, readability, and accuracy before using them. Commercially prepared materials may or may not be developed in collaboration with healthcare professionals, raising questions about their quality and reliability.

For example, educational materials prepared by pharmaceutical or medical supply companies may contain complex language or biased information, making them less effective as unbiased educational tools. When reviewing commercially prepared materials, educators should ask several key questions:

1. Source of Production: Was the material developed with input from healthcare professionals with expertise in the subject matter?
2. Content Review: Is it possible to preview the content to ensure its accuracy and appropriateness for the target audience?
3. Cost-Effectiveness: Does the cost of the material justify its educational value, and can it be used for a large audience?
4. Timeliness: How soon will the material become outdated?

The main advantage of using commercially prepared materials is their availability in bulk and at a low cost (Fraze, Griffith, Green, & McElroy, 2010). These materials save educators time by reducing the need for them to write and design their own resources. Additionally, some commercial materials are available online and can be customized to suit specific audiences.

However, disadvantages include concerns about cost, accuracy, readability, and potential bias. Some commercially produced booklets may be expensive and impractical for wide distribution. A checklist developed by Fraze et al. (2010) helps healthcare providers assess the appropriateness of printed educational materials for use with patients in various clinical settings.

Self-Composed Materials in Nursing Education

Nurse educators often choose to write their own instructional materials to save on costs or to tailor the content to their specific audience. Self-composed materials have several advantages, such as:

1. Customization: Educators can design the material to align with their institution’s policies, procedures, and equipment.
2. Specific Focus: Self-composed materials allow educators to address frequently asked questions and emphasize key points important to the institution’s healthcare team.
3. Clarification: These materials can reinforce oral instructions and clarify complex concepts specific to the patient population being served.

Tailoring information to the needs of learners helps improve engagement, comprehension, and retention. For example, Doak et al. (1998) recommend techniques such as adding the patient’s name to a pamphlet or highlighting essential information during verbal reviews. Feldman (2004) found success using childcare checklists with simple line drawings and brief written descriptions for parents with cognitive disabilities. These checklists helped guide parents through tasks such as bathing a baby step-by-step, with accompanying audiotapes reinforcing the instructions.

However, there are disadvantages to creating self-composed materials. Writing and designing clear, attractive, and well-organized materials can be time-consuming and labor-intensive. Additionally, many nurse educators have not received formal training in developing educational materials, which can lead to challenges in producing content that is appropriate for the target audience. Studies by Doak et al. (1996) and Brownson (1998) suggest that many nurse-produced materials are too long, too detailed, or written at a reading level too high for the average patient.

Key tips for developing clear and appropriate self-composed printed materials include:

1. Accuracy: Ensure that the information is up-to-date and accurate.
2. Logical Organization: Organize content in a step-by-step, simple format, avoiding unnecessary details that could overwhelm learners.
3. Prioritization: Focus on what learners need to know, leaving more detailed or “nice to know” content for verbal explanations.
4. Simplification: Follow the KISS rule (Keep It Simple and Smart) and use a question-and-answer format or subheadings to make content more digestible.
5. Language: Avoid medical jargon and define technical terms using simple, everyday language.
6. Readability: Write materials at two to four grade levels below the average educational level of the target audience. Use pictures to reinforce written instructions for those with low literacy skills (Houts et al., 1998; Houts, Doak, & Loscalzo, 2006).
7. Positive Framing: Use positive language, avoid illustrating incorrect behaviors, and use the active voice for clarity.

Evaluation of Printed Materials in Nursing Education

When evaluating printed educational materials (PEMs) in nursing education, several key factors should be considered:

1. Target Audience: What is the average age and literacy level of the learners? Older adults may require materials with larger typefaces and simpler language, while children or individuals with low literacy skills may benefit from materials with numerous illustrations.
2. Literacy Level: The readability of the material must be appropriate for the learners. According to The Joint Commission (2007), healthcare information should be presented in a way that is understandable to patients and their families.
3. Language Availability: Materials should be available in multiple languages, especially in areas with diverse populations. However, creating materials in different languages can be costly and may not always be feasible unless there is significant demand.
4. Clarity and Brevity: Simple, concise materials are generally more effective than lengthy, detailed documents. The KISS rule (Keep It Simple and Smart) is important when developing PEMs to ensure they address essential information without overwhelming the reader.
5. Layout and Appearance: A clean, well-organized layout with plenty of white space makes written materials more visually appealing and easier to read. Important points should be highlighted, and graphics should be used to break up text and reinforce key messages (Redman, 2007).
6. Opportunity for Repetition: Printed materials offer the advantage of being available for repeated reference, allowing learners to reinforce the information at their own pace. Using a question-and-answer format helps learners quickly find and review important information.
7. Concreteness and Familiarity: Using the active voice and plain language ensures that learners can easily understand and act on the information. Avoiding medical jargon and using common terms helps prevent confusion and noncompliance with medical regimens (D’Allessandro, Kingsley, & Johnson West, 2001; Friedman et al., 2011).

In summary, PEMs—whether commercially produced or self-composed—are widely used in nursing education. These materials are available at various literacy levels and in different languages, making them adaptable to diverse patient populations. Research on the effectiveness of PEMs has produced mixed results, with some studies suggesting that written materials alone may have limited impact on health outcomes (Giguere et al., 2012). However, when combined with verbal instruction and other teaching methods, PEMs can improve learner knowledge, understanding, and satisfaction with care (Johnson & Sandford, 2005).

Conclusion

Written materials remain an integral part of nursing education, offering numerous advantages for both educators and learners. While commercially prepared materials are convenient and time-saving, self-composed materials allow for greater customization and relevance to specific patient populations. However, the effectiveness of printed materials depends on factors such as readability, clarity, layout, and the availability of language options. By carefully evaluating and tailoring written materials to the needs of the audience, nurse educators can enhance the learning experience and improve patient outcomes.