The first of two papers describes the techniques used at a school of nursing to develop 98 independent learning modules for an on-going, statewide, continuing education project designed to meet the needs of professional nurses practicing in the field. The paper focuses primarily on the administrative problems related to the project; e.g., test administration for the awarding of continuing education units (CEUs); recruitment of, and negotiations with, subject matter experts to write the content of the modules; and logistical problems encountered in the circulation of the modules and equipment needed to implement them. The second paper describes a study which focused on the effectiveness of a module on metrics for nursing that was developed in this project. The subjects for this study were 36 students in an undergraduate class who were randomly divided into two groups. Group I was shown videotapes on the metric system, while the same material was presented to Group II in a written format which included hands-on activities and immediate feedback. The results of the study supported the theory that hands-on activities and immediate feedback are valuable in instruction; however, the study did not provide evidence that one medium was superior to the other. Twelve references are listed. (Author/LLS)