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Background and purpose: To know about the outcomes of self- learning education as compared to lecture is highly influential in training and increasing nurses, competency. The aim of this study was to compare the effect of the lecture and self-learning modules on the nurses’ teaching competency to cardiac patient education. Material and Methods: In this randomized controlled trial study 60 nurses in were selected using the convenience sampling and through blocking-random allocation method and divided them inot two groups of learning module and lecture. In the lecture group, the intervention consisted of a 2h-4 sessions. The other group received learning module. A week after the intervention, post-test was performed. Data were collected by written-test and Observation and Self Assessment. Data were analyzed by SPSS version 16 and descriptive and inferential statistics (independent t-test, paired t-tests, Chi-Square). Results: Both the self-learning modules (P<0.001) and lecture (P<0.001) were effective on the promotion of nurses’ teaching competency, and the effect of the two methods in teaching competency was not statistically meaningful (P= 0.11). The difference of Written-Test in Lecture and Learning Module Group Were Repeating 3.87±1 and 4.63±1.43 (P= 0.02). The difference of self -assessment in the Lecture and Learning Module Group Were Repeating 0.25±0.42 and 0.02±0.21 (P=0.03). The difference of observation in the Lecture and Learning Module Group Were Repeating 1.21±1.07 and 1.41±1.05 (P=0.46). Conclusion: Self-learning modules seem to be as effective as the lecture in the competency of nurses and in providing useful training programs.

Keywords: Lecture, Self learning Module, Teaching Competency, Patient Educatio, Cardiac Patient, Nurse

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