The evaluation of andragogy and pedagogy as higher education instructional methodologies in medication administration training for postsecondary, unlicensed residential behavioral health personnel in West Virginia

Andragogy and Pedagogy were evaluated as teaching methodologies for adults in a non-educational milieu, West Virginia's residential behavioral health centers. Unlicensed staff were trained to administer medications on an individual basis (Andragogy) or via a formal curriculum (Pedagogy). Measuring Level IV (Results) of Kirkpatrick's Training Evaluation Model, Year 2000 medication error rates were compiled for the two groups, as well as for nursing staff.; The survey instrument was developed specifically for this study and field tested, reviewed, and approved by both the West Virginia Child Care Association and Behavioral Healthcare Providers Association.; Centers served children and/or adults in one or more disability groups. Data were filtered to exclude sites that counted medication refusals as errors and sites where the error rate data was suspect.; The ANOVA showed that persons trained Pedagogically had a significantly lower medication error rate (p < .027) compared to Andragogically trained staff. There was no significant difference between nurses and either group. Using a two-way ANOVA, the independent variables of Type of Agency, Disability served, and Age of Population were examined in relationship to medication error rates and type of staff training. When the overall F was significant (p < .05), further analysis to determine the direction of the variance was conducted. Significant differences between ICF/MR and Waiver groups' medication error rates (p < .038) were found.; It was concluded that Pedagogy and Andragogy may be viewed as alternative ends of a continuum. Tennant and Pogson's (1982) concept of fluid and crystallized intelligence, as well as Bloom's (1956) cognitive taxonomy also fit on this continuum. The issue is not adult versus child education, but the learner's knowledge base and experiences. Additional research is necessary to further explore this construct. Since Bledsoe (1999) found no hierarchical correlation of Kirkpatrick's four Levels, it is recommended that Andragogy and Pedagogy be evaluated at all Levels.; West Virginia's AMAP training should be revised to include the standardization of the posttest. The nurse-instructors also need training about teaching and learning styles (Long, 1989) and teacher/learner matches (Grow, 1991). The curriculum could remain constant, while the teaching method should vary to meet learner needs.