www.sciedu.ca/jnep Journal of Nursing Education and Practice, 2014, Vol. 4, No. 5 Published by Sciedu Press 107 ORIGINAL RESEARCH Implementing Interactive Nursing Administration lectures and identifying its influence on students’ learning gains Yaldez K. Zein ElDin Nursing Administration Department, Faculty of Nursing, Damanhour University, Egypt. Correspondence: Yaldez K. Zein ElDin. Address: Nursing Administration Department, Faculty of Nursing, Damanhour University, Egypt. Email: Yaldez.zaineldeen@damanhour.edu.eg Received: November 17, 2013 Accepted: March 3, 2014 Online Published: March 20, 2014 DOI: 10.5430/jnep.v4n5p107 URL: http://dx.doi.org/10.5430/jnep.v4n5p107 Abstract In the present study the effect of structured interactive lectures on students’ learning was assessed using a pre- experimental study design. All students enrolled in the fourth year of faculty of nursing, Damanhour University were exposed to four interactive nursing administration lectures given by the researcher. Effects of these lectures were evaluated by giving students “Students Assessment of Learning Gains (SALG)” questionnaire in order to identify their learning gains acquired after attending the interactive lectures. 134 students out of 182 agreed to respond to the questionnaire. There were significant correlations between activities used during interactive lectures and the different students’ learning gains (6 gains). Students ranked their acquired information as the highest gain while their ability to integrate the lectures concepts as the least gain. The study recommended continuing the investigation of interactive lectures in terms of determining how to introduce other activities that help in increasing the students’ abilities to integrate lectures concepts together. A comparison between the effects of interactive versus traditional lectures could be studied further. Key words Interactive lectures, Students’ learning gains, Teaching methodologies, Role play, Jigsaw method 1 Introduction All over the world as well as in the United States lecturing is the most common method when teaching adults. In spite of opportunities for innovation provided by changing technology and educational research, there is little change in the dominant use of lectures [1] . Weaknesses of traditional lecturing are that it stimulates very few of the senses that people use to learn with [2] . Also, the students are passive receivers of information and therefore are not involved in process of learning, which makes lectures characterized by poor attendance rates [3] . If properly planned and organized lectures can be very effective. So, nowadays it is recommended to develop and implement new educational practices to make classrooms more interesting and interactive even in a lecture format [4] . Steinert and colleagues (1999) defined the interactive lecture as the lecture in which active involvement and participation by the students and classroom assessment strategies are embedded into a lecture at frequent intervals in order to foster deeper processing of course content [5] . Instructional strategies used during active learning can (a) be completed by