Background:In medical education, lecture is one of the most common teaching method. It has been suggested that teaching methods that enhance engagement and encourage self-learning concepts leading to increased knowledge.Information booklet is one of the educational materials that help individual learning.A century after its introduction into clinical practice, ECG remains one of the most commonly used tests for the assessment of cardiac conditions. Therefore ECG interpretation is an important skill, medical practitioners and nursing personnel were expected to be proficient at reading ECG changes.Research question:Is there any difference between lecture method and information booklet in improving the knowledge of staff nurses regarding interpretation of electrocardiogram? Primary objective:To study the effectiveness of lecture method verses information booklet on interpretation of electrocardiogram among staff nurses working in selected hospital. Secondary objectives were: 1) To study the existing knowledge regarding interpretation of electrocardiogram among staff nurses receiving lecture method. 2) To study the existing knowledge regarding interpretation of electrocardiogram among staff nurses receiving information booklet.Purpose:Nurses should be able to interpret ECG and implement the acquired knowledge which helps in saving the life of the patient. Lecture method is easy to understand, motivating and encourage able for nurses. Information booklet is handy, easy to take along with nurses and can clarify their doubts anywhere at anytime by information booklet.Methodology:The investigator developed the conceptual framework based on Imogine King’s Goal Attainment theory. A quantitative research approach was used with quasi experimental two group pre-test post-test design. The subject consisted of 150 staff nurses selected by Non-probability convenient sampling technique. A structured knowledge questionnaire was used to collect the data which includes two sections; Section A - Demographic variables includes, Age, Gender, Professional qualification, Year of experience and the area in which they work. Section B, consist of 35 multiple choice questions which includes 16 image based questions. Validity of the tool is obtained from 12 experts and the tool was found valid. Reliability of the tool was established by test-re-test method and the reliability coefficient was r= 0.98. thus the tool was found to be reliable. The data was collected individually through paper and pencil test. The data collected were organised, tabulated and analysed using both descriptive and inferential statistics in terms of frequency, percentage, mean, standard deviation and ‘z’ test.Result:Comparison of post test knowledge score of participants received lecture method and information booklet on interpretation of electrocardiogram. In lecture method and information booklet no any subject had poor knowledge score. Average knowledge score is obtained only in lecture method. 4 (5.33%) of subjects in lecture method and 15 (20%) of subjects in information booklet had good knowledge score. 37 (49.33%) subjects in lecture method and 48 (64%) of subjects in information booklet had very good knowledge score. 32 (42.68%) of subjects in lecture method and 12 (16%) subjects in information booklet had excellent knowledge score. Mean, standard deviation and mean difference values are compared and z-test for difference between two means is applied at 5% level of significance. Conclusion:The difference between post-test knowledge score of subjects receiving lecture method and information booklet, lecture method was effective in increasing the knowledge regarding interpretation of electrocardiogram among staff nurses working in selected hospital