Comparison of the effects of routine and programmed educational methods on new graduate nurse's performance

New graduate nurses’ capability defect is one of the issues contributing to the reduction of nursing care quality in hospitals. Introductory education is the best solution; yet, the quality must be attended. The goal of this study was to compare the effect of traditional and classical education on new graduate nurses’ performance. This is an interventional study performed on 60 new graduate nurses randomly selected in Peymanieh Hospital of Jahrom University of Medical Science. Both groups were homogenized based on age, sex, place of education and GPA. 24 nursing procedures, performed all the wards, were assessed. Pre-intervention and post-intervention assessments were conducted by fixed observers. Data analysis was performed using SPSS The mean of assessment after intervention in traditional and classical groups were respectively 3.18 ± 0.28 and 3.74 ± 0.27. T-test revealed significant difference between the two groups (P<0.05). Traditional and classic educations enhance the new graduate nurses’ capabilities. But classical education is more effective, compared to traditional method