Studying the effectiveness of educational interventions is centrally important to building the science of nursing education. Yet, the design most commonly used in the study of nursing education interventions-the single-group, preand posttest design-provides limited evidence to support claims of intervention effectiveness. In this Methodology Corner installment, the limitations of the single-group, preand posttest design are outlined and a review of the requirements for establishing stronger arguments for causality is presented. To overcome the limitations of single-group, preand posttest designs, nursing education researchers are encouraged to employ study designs and procedures that can significantly strengthen researchers' claims of intervention effectiveness. [J Nurs Educ. 2018;57(2):69-71.].
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