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El-Sobkey SB. Experience of the Egyptian Physical Therapy Educators on the Online Teaching During COVID-19 Outbreak 2021. MEDICAL EDUCATION ONLINE 2022; 27:2073861. [PMID: 35549657 PMCID: PMC9116250 DOI: 10.1080/10872981.2022.2073861] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Revised: 04/27/2022] [Accepted: 05/02/2022] [Indexed: 06/15/2023]
Abstract
Physical distance was one of the safety measures that were applied during the outbreak of COVID-19 and universities all over the world were forced to shift toward online teaching (OT). The aim of the study was to answer six research questions related to the profile of OT in Egyptian Physical Therapy Colleges during the COVID-19 outbreak. A google form questionnaire was used to survey 102 Egyptian Physical Therapy Educators (EPTEs) who were engaged in teaching Physical Therapy undergraduate programs in Egyptian universities during the spring semester of the academic year 2020-2021. Results showed that the EPTEs frequently (N= 51; 58.0%) used OT both from work and home. Private universities showed a significant advantage over public universities regarding the provision of institutional training (N= 101, P= 0.003) and availability of institutional educational support centers (N=99, P= 0.0001). Most (N= 30; 63.8%) university website users were full or associate professors, while (N= 24; 53.3%) Microsoft Teams users were lecturers. The EPTEs who had a positive attitude toward the suitability of OT for practical and clinical instructions were a minority (N= 48; 22.9%) and (N= 24; 29.2%) respectively. The EPTEs perceived different themes for advantages, disadvantages, and challenges regarding their experience with OT. Less than one-tenth (N= 10; 9%) of EPTEs showed the highest positive attitude toward the readiness of their colleges for the application of OT. Most (N= 68; 68%) of the EPTEs reported the presence of negative effects on their social life and (N= 30; 30%) of them reported high levels of financial overwhelming. In conclusion, the EPTEs had a limited and primitive profile of experience with OT during the COVID-19 outbreak in 2021. OT might not be the perfect teaching approach for Egyptian Physical therapy Colleges, especially for practical and clinical courses . .
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Affiliation(s)
- Salwa B. El-Sobkey
- Associate Professor of Physical Therapy for Cardiopulmonary Disorders and Geriatrics, Faculty of Physical Therapy, Beni-Suef University, Beni Suef, Egypt
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Anguas-Gracia A, Subirón-Valera AB, Antón-Solanas I, Rodríguez-Roca B, Satústegui-Dordá PJ, Urcola-Pardo F. An evaluation of undergraduate student nurses' gameful experience while playing an escape room game as part of a community health nursing course. NURSE EDUCATION TODAY 2021; 103:104948. [PMID: 33991900 DOI: 10.1016/j.nedt.2021.104948] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/19/2021] [Revised: 04/09/2021] [Accepted: 04/21/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND The integration of innovative strategies to teaching and learning in higher education, such as escape room games, can enhance the acquisition of key professional competencies including communication, teamwork and critical thinking. OBJECTIVES This study aimed to evaluate undergraduate student nurses' gameful experience while playing an escape room game as part of a nursing course. DESIGN Cross-sectional descriptive study. PARTICIPANTS A total of 126 third year student nurses enrolled in the "Community Health Nursing II" course. METHOD The escape room game took place in a classroom at the Faculty of Health Ciences. The measures included the GAMEX scale in its Spanish version and a self-reported questionnaire to evaluate the student's outcome of scape room game immediately after the end of the activity. RESULTS The vast majority (99.21%) considered the escape room game to be an appropriate and an innovative teaching and learning strategy. The mean score for each of the GAMEX dimensions was over 3, with the exception of Absence of negative effects. Our results suggest that the students enjoyed playing the game (mean = 4.40; SD = 0.71), that escape room games should be integrated in nursing courses (mean = 4.54; SD = 0.74) and that playing the game increased their motivation for learning (mean = 3.06; SD = 1.09). Gender differences were observed in the GAMEX Dominance dimension (p < 0.005). CONCLUSION Gamification in general, and escape rooms in particular, have proven to be a valid tool for the acquisition of professional competencies in higher education.
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Affiliation(s)
- Ana Anguas-Gracia
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Safety and Care (GIISA0021), Institute of Research of Aragón, Zaragoza, Spain; Research group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, Zaragoza, Spain.
| | - Ana B Subirón-Valera
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, Zaragoza, Spain.
| | - Isabel Antón-Solanas
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Nursing Research in Primary Care in Aragón (GENIAPA) (GIIS094), Institute of Research of Aragón, Zaragoza, Spain.
| | - Beatriz Rodríguez-Roca
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain.
| | - Pedro J Satústegui-Dordá
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, Zaragoza, Spain.
| | - Fernando Urcola-Pardo
- Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, Zaragoza, Spain.
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Martos-Cabrera MB, Mota-Romero E, Martos-García R, Gómez-Urquiza JL, Suleiman-Martos N, Albendín-García L, Cañadas-De la Fuente GA. Hand Hygiene Teaching Strategies among Nursing Staff: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16173039. [PMID: 31443355 PMCID: PMC6747325 DOI: 10.3390/ijerph16173039] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/12/2019] [Revised: 08/17/2019] [Accepted: 08/18/2019] [Indexed: 12/23/2022]
Abstract
Background: Patient safety is a priority of any healthcare system, and one of the most effective measures is hand hygiene. For this, it is important that health staff have correct adherence and perform the technique properly. Otherwise, the incidence of nosocomial infections can increase, with consequent complications. The aim here was to analyze hand hygiene training and the effectiveness of different methods and educational strategies among nurses and whether they maintained correct adherence over time. Methods: A systematic review was conducted in the sources CINAHL (Cumulative Index to Nursing and Allied Health Literature), Dialnet, Lilacs (Latin American and Caribbean Health Sciences Literature), ProQuest (Proquest Health and Medical Complete), Medline, SciELO (Scientific Electronic Library Online), and Scopus. The search equation with Medical Subject Headings (MeSH) descriptors was “Nurs* AND (handwashing OR hand hygiene) AND clinical trial”. The review was performed following the recommendations of the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. Results: n = 17 clinical trials were included, with a total of 5747 nurses and nursing students. Strategies such as reminder sounds, practical simulations, videos, and audiovisual media improved handwashing compliance. Adherence overtime increased by up to 60%. The greatest effectiveness was related to the use of povidone–iodine, which reduced colony formation compared Hand hygiene teaching strategies among nursing staff: a systematic review to soap. Conclusions: The strategies that go beyond teaching techniques such as lectures may be more effective at increasing hand hygiene compliance. Combined approaches to learning/instruction improve user satisfaction by enabling self-management, flexibility, and repetition.
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Affiliation(s)
| | | | - Raúl Martos-García
- Andalusian Health Service, Avenida del Sur N. 11, 18014 Granada, Spain
- Red Cross School of Nursing, University of Sevilla, Avenida la Cruz Roja N. 1, 41009 Sevilla, Spain
| | - José L Gómez-Urquiza
- Faculty of Health Sciences, University of Granada, Avenida de la Ilustración N. 60, 18016 Granada, Spain
| | - Nora Suleiman-Martos
- Faculty of Health Sciences, University of Granada, Calle Cortadura Del Valle S.N., 51001 Ceuta, Spain.
| | - Luis Albendín-García
- Andalusian Health Service, Avenida del Sur N. 11, 18014 Granada, Spain
- Faculty of Health Sciences, University of Granada, Avenida de la Ilustración N. 60, 18016 Granada, Spain
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Nicklen P, Keating JL, Maloney S. Exploring Student Preconceptions of Readiness for Remote-Online Case-Based Learning: A Case Study. JMIR MEDICAL EDUCATION 2016; 2:e5. [PMID: 27731854 PMCID: PMC5041402 DOI: 10.2196/mededu.5348] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2015] [Revised: 02/24/2016] [Accepted: 03/12/2016] [Indexed: 05/25/2023]
Abstract
BACKGROUND Case-based learning (CBL) is an educational approach where students work in small, collaborative groups to solve problems. Web-conferencing software provides a platform to present information and share concepts that are vital to CBL. Previous studies have found that participants were resistant to change associated with implementing e-learning; however, strategies to reduce this resistance have not been explored. OBJECTIVE This study was designed to explore student preconceptions and understanding of remote-online case-based learning (RO-CBL). METHODS The study took place during the Bachelor of Physiotherapy program at Monash University, Victoria, Australia, in 2013. The entire third-year cohort (n=73) was invited to participate. The primary outcome of interest was students' preconceptions of RO-CBL, collected via pre- and posttraining surveys. RESULTS Of the 73 students, 66 completed both surveys (attrition rate 9.6%). Three key themes relevant to student preconceptions of RO-CBL emerged: flexibility in time and location of CBL, readiness or hesitation to change to a Web-based format, and the value of training in RO-CBL that included a demonstration and trial run. Thirty-four percent of the participants were hesitant to move to an online format. CONCLUSIONS This study explored students' preconceptions of Web-based learning and evaluated the change in students' attitudes after training. The results suggest that educational designers should not assume that students are confident and competent in applying these technologies to professional educational activities. By identifying students' needs before implementation, training sessions can be designed to target these needs, and improve the understanding of RO-CBL and how it works in practice. This may reduce resistance to change, enhance students' satisfaction, and ultimately improve the learning experience.
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Affiliation(s)
- Peter Nicklen
- Monash University - Peninsula Campus, Department of Physiotherapy, Melbourne, Australia.
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Nicklen P, Keating JL, Maloney S. Student Response to Remote-Online Case-Based Learning: A Qualitative Study. JMIR MEDICAL EDUCATION 2016; 2:e3. [PMID: 27731852 PMCID: PMC5041370 DOI: 10.2196/mededu.5025] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/12/2015] [Revised: 11/13/2015] [Accepted: 01/04/2016] [Indexed: 05/25/2023]
Abstract
BACKGROUND Case-based learning (CBL) typically involves face-to-face interaction in small collaborative groups with a focus on self-directed study. To our knowledge, no published studies report an evaluation of Web conferencing in CBL. OBJECTIVE The primary aim of this study was to explore student perceptions and attitudes in response to a remote-online case-based learning (RO-CBL) experience. METHODS This study took place over a 2-week period in 2013 at Monash University, Victoria, Australia. A third year cohort (n=73) of physiotherapy students was invited to participate. Students were required to participate in 2 training sessions, followed by RO-CBL across 2 sessions. The primary outcome of interest was the student feedback on the quality of the learning experience during RO-CBL participation. This was explored with a focus group and a survey. RESULTS Most students (68/73) completed the postintervention survey (nonparticipation rate 8%). RO-CBL was generally well received by participants, with 59% (40/68) of participates stating that they'd like RO-CBL to be used in the future and 78% (53/68) of participants believing they could meet the CBL's learning objectives via RO-CBL. The 4 key themes relevant to student response to RO-CBL that emerged from the focus groups and open-ended questions on the postintervention survey were how RO-CBL compared to expectations, key benefits of RO-CBL including flexibility and time and cost savings, communication challenges in the online environment compared to face-to-face, and implications of moving to an online platform. CONCLUSIONS Web conferencing may be a suitable medium for students to participate in CBL. Participants were satisfied with the learning activity and felt they could meet the CBL's learning objectives. Further study should evaluate Web conferencing CBL across an entire semester in regard to student satisfaction, perceived depth of learning, and learning outcomes.
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Affiliation(s)
- Peter Nicklen
- Monash University, Department of Physiotherapy, Melbourne, Australia.
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Perceived sense of community, cognitive engagement, and learning outcomes among undergraduate nursing students enrolled in an internet-based learning course. Comput Inform Nurs 2016; 32:482-9; quiz 490-1. [PMID: 24949712 DOI: 10.1097/cin.0000000000000076] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Internet-based learning environments are a popular instructional delivery method that provides flexibility, easy access, convenience, and self-directed learning. There is concern that Internet-based learning creates a loss of community and lacks the power to fully engage the student, leading to negative learning outcomes. This descriptive, correlational study evaluated the relationship among a perceived sense of community, cognitive engagement, and learner outcomes among undergraduate nursing students enrolled in an Internet-based learning course. A convenience sample of 96 undergraduate nursing students enrolled in an online health informatics course participated in this study. Findings indicated a moderate sense of community and a positive relationship between student engagement and learning outcomes. A variety of group activities such as wikis, blogs, and discussion board were helpful in promoting a sense of community, but students emphasized a desire for more faculty feedback and interaction. Nursing is a collaborative profession where community building is a critical skill; therefore, innovative teaching/learning techniques that promote a sense of belonging and community are needed to improve learning outcomes, prepare students to provide quality patient care, and interact with an interprofessional team.
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Mącznik AK, Ribeiro DC, Baxter GD. Online technology use in physiotherapy teaching and learning: a systematic review of effectiveness and users' perceptions. BMC MEDICAL EDUCATION 2015; 15:160. [PMID: 26415677 PMCID: PMC4587774 DOI: 10.1186/s12909-015-0429-8] [Citation(s) in RCA: 38] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2015] [Accepted: 08/28/2015] [Indexed: 05/10/2023]
Abstract
BACKGROUND The use of online technologies in health professionals' education, including physiotherapy, has been advocated as effective and well-accepted tools for enhancing student learning. The aim of this study was to critically review the effectiveness, and user perceptions of online technology for physiotherapy teaching and learning. METHODS Following databases were systematically searched on the 31(st) of August 2013 for articles describing implementation of online technologies into physiotherapy teaching and learning: ERIC, CINAHL, Web of Science, Academic search complete, ProQuest Nursing and Allied Health Source, Medline, Embase, and Scopus. No language, design or publishing date restrictions were imposed. Risk of bias was assessed using the 2011 Mixed Methods Appraisal Tool checklist (MMAT). RESULTS A total of 4133 articles were retrieved; 22 articles met the inclusion criteria and were accepted for final analysis: 15 on the effectiveness of technology, and 14 on users' perceptions. Included studies used three designs: case study (14 articles), controlled trial (3), and randomized controlled trial (5). Studies investigated both pre-registration physiotherapy students (1523) and physiotherapy professionals (171). The quality of studies ranged from 67 to 100 % on the MMAT checklist which can be considered moderate to excellent. More than half of the studies (68 %) received scores greater than 80 %. Studies typically investigated websites and discussion boards. The websites are effective in enhancing practical skills performance, and discussion boards in knowledge acquisition, as well as in development of critical and reflective thinking. Students' perceptions of the use of websites were mostly positive, providing students with entertaining, easy accessible resources. Perceived barriers to the use of websites included difficulties with internet connection, insufficiently interactive material, or personal preference for paper-based materials. Discussion boards were perceived as deepening students' thinking and facilitating reflection, allowing for learning from multiple perspectives, and providing easy communication and support. CONCLUSIONS The results of this review suggest that online technologies (i.e., websites and discussion boards) have many benefits to offer for physiotherapy teaching and learning; There was minimal evidence of barriers for the use of online technologies, however, addressing the identified ones could enhance adherence to use of online technologies in health professionals' education.
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Affiliation(s)
- Aleksandra K Mącznik
- Centre for Health, Activity, and Rehabilitation Research, School of Physiotherapy, University of Otago, Otago, New Zealand.
| | - Daniel Cury Ribeiro
- Centre for Health, Activity, and Rehabilitation Research, School of Physiotherapy, University of Otago, Otago, New Zealand.
| | - G David Baxter
- Centre for Health, Activity, and Rehabilitation Research, School of Physiotherapy, University of Otago, Otago, New Zealand.
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Keefe G, Wharrad HJ. Using e-learning to enhance nursing students' pain management education. NURSE EDUCATION TODAY 2012; 32:e66-72. [PMID: 22513154 DOI: 10.1016/j.nedt.2012.03.018] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/09/2011] [Revised: 03/20/2012] [Accepted: 03/22/2012] [Indexed: 05/17/2023]
Abstract
CONTEXT Absence of standardised pain curricula has led to wide diversity in the understanding and awareness of pain by healthcare students. Indeed pain management is frequently under-prioritised in nursing education, providing potential to negatively impact upon patient care. Yet the recent addition of Pain to the UK National Health Service's Essence of Care Benchmarks has highlighted the need to address this issue, and in response pain educators have called for the development of high quality, globally accessible e-learning resources in pain management. OBJECTIVES This study will determine the effectiveness of an e-learning intervention on pain management developed for nursing students. METHODS Two variants of an e-learning resource on pain management were developed, each containing the same core content but one with a section focusing on pain assessment and the other on pharmacological management. Nursing students (n=42) were randomly assigned to trial one resource, after which they undertook a questionnaire adapted (to ensure alignment with the content of the e-learning resources) from Ferrell and McCaffrey's Nurses Knowledge and Attitudes Towards Pain Survey. Scores were analysed for each resource and year of study, and compared with scores from a standard non-intervention group completing the questionnaire only (n=164). RESULTS Scores averaged 19.2% higher for students undertaking the e-learning resources (p<0.005). Specifically, undertaking the assessment resource improved assessment knowledge more, whilst assignment to the treatment resource particularly enhanced pharmacological knowledge (p<0.005). Correlation was found between year of study and pain knowledge. CONCLUSION Results support the effectiveness of the resources independent of voluntary-response bias. Conclusions recommend that introducing e-learning has substantial benefit to enhance pain education in nursing.
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Affiliation(s)
- Gemma Keefe
- School of Nursing, University of Nottingham, UK.
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Albarran JW. Preparing nurses to initiate thrombolytic therapy for patients with an acute myocardial infarction - is there a consensus? Nurse Educ Pract 2012; 4:60-8. [PMID: 19038138 DOI: 10.1016/s1471-5953(03)00020-9] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/15/2003] [Indexed: 10/27/2022]
Abstract
Within cardiac practice, one area that has seen much development involves the nurse assessing, diagnosing, and prescribing thrombolytic therapy for patients with a myocardial infarction. Alongside this, a variety of titles aimed at defining these new roles have emerged, but instead of clarifying the situation they have created more confusion about the actual characteristics and functions of nurses engaged in these innovative posts. In addition advice regarding the nature of preparation and training required to ensure the competency of nurses for these specific roles has been sparse and inconspicuous. As posts such as 'acute chest pain nurse', 'thrombolysis nurse', 'nurse-initiated thrombolysis' or 'nurse-led thrombolysis' increase and National Health Service targets tighten, it is timely to critically review the educational preparation for these roles for evidence of coherence. In particular, this paper analyses the literature in order to examine the content of educational programmes, teaching methods and assessment strategies in relation to preparing nurses to initiate thrombolytic therapy. The implications for those managing practice and the higher education sector are discussed. Finally, it is stressed that there is a need for national consultation relating to guidelines, standards and accreditation of practice schemes in this area of patient care.
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Affiliation(s)
- John W Albarran
- Principal Lecturer in Critical Care, School of Acute and Critical Care Nursing, Faculty of Health and Social Care, University of the West of England, Glenside Campus, Blackberry Hill, Bristol BS16 1DD, UK
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Chen HY, Chuang CH. The learning effectiveness of nursing students using online testing as an assistant tool: a cluster randomized controlled trial. NURSE EDUCATION TODAY 2012; 32:208-213. [PMID: 21450377 DOI: 10.1016/j.nedt.2011.03.004] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2010] [Revised: 03/02/2011] [Accepted: 03/08/2011] [Indexed: 05/30/2023]
Abstract
With the rapid development of the Internet, online testing is becoming more widely-used in education. The purpose of this study is to explore the learning effectiveness of nursing students using online testing as an assistant tool. The participants were 146 junior college nursing students aged 19 to 20 taking the community health nursing course. With a class as the unit, three classes were randomized and allocated to one experimental group and two control groups. Two structured questionnaires were used to obtain the basic data, and the groups' examination results were also collected. The results of this study showed that before the intervention, there were no significant differences between the experimental and two control groups. After the intervention and adjusting for potential confounders, the score of midterm test in the experimental group was significantly better than those of the control groups. Over half of the students felt that answering 21 to 30 questions in 31 to 60 min for one unit of testing were appropriate. The results of this study showed that online testing is feasible for use as an assistant tool for learning. However, the positive effects of this approach appeared to be short- rather than long-term, and thus more studies are required in future.
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Affiliation(s)
- Hsiang-Yang Chen
- Department of Applied Information, Hsing Kuo University of Management, Tainan, Taiwan
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Fernández Alemán JL, Carrillo de Gea JM, Rodríguez Mondéjar JJ. Effects of competitive computer-assisted learning versus conventional teaching methods on the acquisition and retention of knowledge in medical surgical nursing students. NURSE EDUCATION TODAY 2011; 31:866-871. [PMID: 21255880 DOI: 10.1016/j.nedt.2010.12.026] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2010] [Revised: 12/15/2010] [Accepted: 12/23/2010] [Indexed: 05/30/2023]
Abstract
PURPOSE This paper presents a novel approach of computer-assisted learning for nursing education in university undergraduate courses. BACKGROUND The most innovative aspect of the proposal is the design of nursing assignments as on-line competitions. The effects of competitive e-learning versus conventional teaching methods on the acquisition and retention of knowledge were compared in a course on medical-surgical nursing. METHOD A total of 116 students of mixed gender, age, computer experience and educational background in a second-year course on medical-surgical nursing participated in the study. Data were collected from nursing students at four time points. The on-line activities were carried out using a web-based automatic evaluation system. RESULTS The study revealed that the competitive e-learning method produced significant cognitive gains for the experimental group students in the immediate follow-up test. Nevertheless, both teaching methods resulted in similar knowledge retention in the 10-week follow-up test. CONCLUSION Significant benefits were found following our approach. The work of the students could be evaluated along the course, the workload of instructors was reduced and students received immediate feedback by the on-line judge, which promoted both independent learning and reflective thinking. The approach is applicable to any other nursing educational institution.
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Affiliation(s)
- José Luis Fernández Alemán
- University of Murcia, Departamento de Informática y Sistemas, Facultad de Informática, Campus de Espinardo, 30071- Espinardo, Murcia, Spain.
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Cook DA, Levinson AJ, Garside S. Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2010; 15:755-70. [PMID: 20467807 DOI: 10.1007/s10459-010-9231-x] [Citation(s) in RCA: 92] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/04/2010] [Accepted: 04/26/2010] [Indexed: 05/21/2023]
Abstract
UNLABELLED Authors have claimed that Internet-based instruction promotes greater learning efficiency than non-computer methods. OBJECTIVES determine, through a systematic synthesis of evidence in health professions education, how Internet-based instruction compares with non-computer instruction in time spent learning, and what features of Internet-based instruction are associated with improved learning efficiency. DATA SOURCES we searched databases including MEDLINE, CINAHL, EMBASE, and ERIC from 1990 through November 2008. STUDY SELECTION AND DATA ABSTRACTION we included all studies quantifying learning time for Internet-based instruction for health professionals, compared with other instruction. Reviewers worked independently, in duplicate, to abstract information on interventions, outcomes, and study design. RESULTS we identified 20 eligible studies. Random effects meta-analysis of 8 studies comparing Internet-based with non-Internet instruction (positive numbers indicating Internet longer) revealed pooled effect size (ES) for time -0.10 (p = 0.63). Among comparisons of two Internet-based interventions, providing feedback adds time (ES 0.67, p =0.003, two studies), and greater interactivity generally takes longer (ES 0.25, p = 0.089, five studies). One study demonstrated that adapting to learner prior knowledge saves time without significantly affecting knowledge scores. Other studies revealed that audio narration, video clips, interactive models, and animations increase learning time but also facilitate higher knowledge and/or satisfaction. Across all studies, time correlated positively with knowledge outcomes (r = 0.53, p = 0.021). CONCLUSIONS on average, Internet-based instruction and non-computer instruction require similar time. Instructional strategies to enhance feedback and interactivity typically prolong learning time, but in many cases also enhance learning outcomes. Isolated examples suggest potential for improving efficiency in Internet-based instruction.
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Affiliation(s)
- David A Cook
- Division of General Internal Medicine and Office of Education Research, Mayo Clinic College of Medicine, Baldwin 4-A, 200 First Street SW, Rochester, MN 55905, USA.
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Wilkinson A, Roberts J, While AE. Construction of an instrument to measure student information and communication technology skills, experience and attitudes to e-learning. COMPUTERS IN HUMAN BEHAVIOR 2010. [DOI: 10.1016/j.chb.2010.04.010] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Moule P, Ward R, Lockyer L. Nursing and healthcare students' experiences and use of e-learning in higher education. J Adv Nurs 2010; 66:2785-95. [PMID: 20946565 DOI: 10.1111/j.1365-2648.2010.05453.x] [Citation(s) in RCA: 84] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
AIM This paper presents research on nursing and healthcare students' experiences and use of e-learning. BACKGROUND The inception of e-learning in higher education is supported by a policy background and technological developments, yet little is known of student experience and use in the United Kingdom. METHODS Conducted in 2007 and 2008, this study employed a mixed methods approach. An initial quantitative questionnaire was completed by 25 Higher Education Institutions and nine case study sites were visited. In the sites 41 students took part in focus groups and 35 staff were interviewed. FINDINGS Twenty-four Higher Education Institutions used a virtual learning environment and all respondents used e-learning to enable access to course materials and web-based learning resources. Three main themes were identified from student interviews, 'Pedagogic use'; 'Factors inhibiting use' and 'Facilitating factors to engagement'. Student's main engagement with e-learning was at an instructivist level and as a support to existing face-to-face modes of delivery. Student use of Web 2.0 was limited, although a number were using social software at home. Limited computer access, computing skills, technical issues and poor peer commitment affected use. Motivation and relevance to the course and practice, in addition to an appreciation of the potential for student-centred and flexible learning, facilitated use. CONCLUSION There is scope to broaden the use of e-learning that would engage students in the social construction of knowledge. In addition, experiences of e-learning use could be improved if factors adversely affecting engagement were addressed.
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Affiliation(s)
- Pam Moule
- Faculty of Health and Life Sciences, University of the West of England, Bristol, UK.
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Cook DA, Erwin PJ, Triola MM. Computerized virtual patients in health professions education: a systematic review and meta-analysis. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2010; 85:1589-602. [PMID: 20703150 DOI: 10.1097/acm.0b013e3181edfe13] [Citation(s) in RCA: 261] [Impact Index Per Article: 18.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
PURPOSE Educators increasingly use virtual patients (computerized clinical case simulations) in health professions training. The authors summarize the effect of virtual patients compared with no intervention and alternate instructional methods, and elucidate features of effective virtual patient design. METHOD The authors searched MEDLINE, EMBASE, CINAHL, ERIC, PsychINFO, and Scopus through February 2009 for studies describing virtual patients for practicing and student physicians, nurses, and other health professionals. Reviewers, working in duplicate, abstracted information on instructional design and outcomes. Effect sizes were pooled using a random-effects model. RESULTS Four qualitative, 18 no-intervention controlled, 21 noncomputer instruction-comparative, and 11 computer-assisted instruction-comparative studies were found. Heterogeneity was large (I²>50%) in most analyses. Compared with no intervention, the pooled effect size (95% confidence interval; number of studies) was 0.94 (0.69 to 1.19; N=11) for knowledge outcomes, 0.80 (0.52 to 1.08; N=5) for clinical reasoning, and 0.90 (0.61 to 1.19; N=9) for other skills. Compared with noncomputer instruction, pooled effect size (positive numbers favoring virtual patients) was -0.17 (-0.57 to 0.24; N=8) for satisfaction, 0.06 (-0.14 to 0.25; N=5) for knowledge, -0.004 (-0.30 to 0.29; N=10) for reasoning, and 0.10 (-0.21 to 0.42; N=11) for other skills. Comparisons of different virtual patient designs suggest that repetition until demonstration of mastery, advance organizers, enhanced feedback, and explicitly contrasting cases can improve learning outcomes. CONCLUSIONS Virtual patients are associated with large positive effects compared with no intervention. Effects in comparison with noncomputer instruction are on average small. Further research clarifying how to effectively implement virtual patients is needed.
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Affiliation(s)
- David A Cook
- Office of Education Research, College of Medicine, Mayo Clinic, Rochester, Minnesota, USA.
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Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM. Instructional design variations in internet-based learning for health professions education: a systematic review and meta-analysis. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2010; 85:909-22. [PMID: 20520049 DOI: 10.1097/acm.0b013e3181d6c319] [Citation(s) in RCA: 313] [Impact Index Per Article: 22.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
PURPOSE A recent systematic review (2008) described the effectiveness of Internet-based learning (IBL) in health professions education. A comprehensive synthesis of research investigating how to improve IBL is needed. This systematic review sought to provide such a synthesis. METHOD The authors searched MEDLINE, CINAHL, EMBASE, Web of Science, Scopus, ERIC, TimeLit, and the University of Toronto Research and Development Resource Base for articles published from 1990 through November 2008. They included all studies quantifying the effect of IBL compared with another Internet-based or computer-assisted instructional intervention on practicing and student physicians, nurses, pharmacists, dentists, and other health professionals. Reviewers working independently and in duplicate abstracted information, coded study quality, and grouped studies according to inductively identified themes. RESULTS From 2,705 articles, the authors identified 51 eligible studies, including 30 randomized trials. The pooled effect size (ES) for learning outcomes in 15 studies investigating high versus low interactivity was 0.27 (95% confidence interval, 0.08-0.46; P = .006). Also associated with higher learning were practice exercises (ES 0.40 [0.08-0.71; P = .01]; 10 studies), feedback (ES 0.68 [0.01-1.35; P = .047]; 2 studies), and repetition of study material (ES 0.19 [0.09-0.30; P < .001]; 2 studies). The ES was 0.26 (-0.62 to 1.13; P = .57) for three studies examining online discussion. Inconsistency was large (I(2) >or=89%) in most analyses. Meta-analyses for other themes generally yielded imprecise results. CONCLUSIONS Interactivity, practice exercises, repetition, and feedback seem to be associated with improved learning outcomes, although inconsistency across studies tempers conclusions. Evidence for other instructional variations remains inconclusive.
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Affiliation(s)
- David A Cook
- Office of Education Research, College of Medicine, Mayo Clinic, Rochester, Minnesota 55905, USA.
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Bloomfield J, Roberts J, While A. The effect of computer-assisted learning versus conventional teaching methods on the acquisition and retention of handwashing theory and skills in pre-qualification nursing students: A randomised controlled trial. Int J Nurs Stud 2010; 47:287-94. [DOI: 10.1016/j.ijnurstu.2009.08.003] [Citation(s) in RCA: 78] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2008] [Revised: 08/07/2009] [Accepted: 08/13/2009] [Indexed: 10/20/2022]
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Wilkinson A, While AE, Roberts J. Measurement of information and communication technology experience and attitudes to e-learning of students in the healthcare professions: integrative review. J Adv Nurs 2009; 65:755-72. [DOI: 10.1111/j.1365-2648.2008.04924.x] [Citation(s) in RCA: 26] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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McVeigh H. Factors influencing the utilisation of e-learning in post-registration nursing students. NURSE EDUCATION TODAY 2009; 29:91-9. [PMID: 18774625 DOI: 10.1016/j.nedt.2008.07.004] [Citation(s) in RCA: 43] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2008] [Revised: 06/27/2008] [Accepted: 07/01/2008] [Indexed: 05/04/2023]
Abstract
The learning environment extends beyond the classroom and establishing an e-learning culture is seen as essential to the future of nurse education and the facilitation of life long learning. This paper reports on a study that sought to identify the factors that may influence the utilisation of e-learning by nursing, midwifery and health visiting students undertaking post-registration studies. The findings presented draw on quantitative and qualitative data drawn from analysis of a questionnaire exploring experience and perceptions of e-learning. This research finds the perception of e-learning is positively influenced by its flexibility in time management, pace of learning, self direction and widening access to information. Potential barriers relate to the functional capability of students, perceived levels of computer literacy, perceptions of e-learning as time consuming, competing home life elements and the lack of work based support. Student expectations in relation to reasons for choosing this mode of learning and the probability that they may be inadequately supported to make the best use e-learning were inherent in the findings. This raised questions of the potential for inequity in educational delivery with increasing use of e-learning. The implications from this research highlight the challenge for nurse educators in understanding, developing awareness of and identifying strategies to manage these factors.
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Affiliation(s)
- Helen McVeigh
- De Montfort University, Charles Frears Campus, 266 London Road, Leicester LE2 1RQ, United Kingdom.
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Atreja A, Mehta NB, Jain AK, Harris CM, Ishwaran H, Avital M, Fishleder AJ. Satisfaction with web-based training in an integrated healthcare delivery network: do age, education, computer skills and attitudes matter? BMC MEDICAL EDUCATION 2008; 8:48. [PMID: 18922178 PMCID: PMC2575204 DOI: 10.1186/1472-6920-8-48] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/17/2008] [Accepted: 10/15/2008] [Indexed: 05/25/2023]
Abstract
BACKGROUND Healthcare institutions spend enormous time and effort to train their workforce. Web-based training can potentially streamline this process. However the deployment of web-based training in a large-scale setting with a diverse healthcare workforce has not been evaluated. The aim of this study was to evaluate the satisfaction of healthcare professionals with web-based training and to determine the predictors of such satisfaction including age, education status and computer proficiency. METHODS Observational, cross-sectional survey of healthcare professionals from six hospital systems in an integrated delivery network. We measured overall satisfaction to web-based training and response to survey items measuring Website Usability, Course Usefulness, Instructional Design Effectiveness, Computer Proficiency and Self-learning Attitude. RESULTS A total of 17,891 healthcare professionals completed the web-based training on HIPAA Privacy Rule; and of these, 13,537 completed the survey (response rate 75.6%). Overall course satisfaction was good (median, 4; scale, 1 to 5) with more than 75% of the respondents satisfied with the training (rating 4 or 5) and 65% preferring web-based training over traditional instructor-led training (rating 4 or 5). Multivariable ordinal regression revealed 3 key predictors of satisfaction with web-based training: Instructional Design Effectiveness, Website Usability and Course Usefulness. Demographic predictors such as gender, age and education did not have an effect on satisfaction. CONCLUSION The study shows that web-based training when tailored to learners' background, is perceived as a satisfactory mode of learning by an interdisciplinary group of healthcare professionals, irrespective of age, education level or prior computer experience. Future studies should aim to measure the long-term outcomes of web-based training.
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Affiliation(s)
- Ashish Atreja
- Cleveland Clinic Foundation, Cleveland, Ohio 44195, USA
- Medical Informatics Fellowship, Department of General Internal Medicine, Desk A-91, Cleveland Clinic, 9500 Euclid Ave., Cleveland, OH 44195, USA
| | - Neil B Mehta
- Cleveland Clinic Foundation, Cleveland, Ohio 44195, USA
| | - Anil K Jain
- Cleveland Clinic Foundation, Cleveland, Ohio 44195, USA
| | - CM Harris
- Cleveland Clinic Foundation, Cleveland, Ohio 44195, USA
| | | | - Michel Avital
- University of Amsterdam, 1018WB Amsterdam, the Netherlands
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Bloomfield JG, While AE, Roberts JD. Using computer assisted learning for clinical skills education in nursing: integrative review. J Adv Nurs 2008; 63:222-35. [DOI: 10.1111/j.1365-2648.2008.04653.x] [Citation(s) in RCA: 62] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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A Comparison of the Effectiveness of Computer-Based Learning Courses Among Nursing Staff. ACTA ACUST UNITED AC 2008; 24:62-6; quiz 67-8. [DOI: 10.1097/01.nnd.0000300861.37126.7e] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Wingfield KL. Innovative computer-based learning for breast cancer surgery. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2007; 16:91-4. [PMID: 17353818 DOI: 10.12968/bjon.2007.16.2.22766] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Abstract
Discussions with student nurses when they have been on placement on the breast cancer surgery ward highlighted their lack of knowledge about breast cancer surgery. This lack of knowledge by student nurses necessitated the development of a computer-based learning tool. A distance-learning tool was found to be an effective way of providing education, due to lack of facilities and workload on the ward. The student nurses using this tool will have better understanding of the treatments their patients are undergoing, leading to improved patient care.
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Upton D. Online learning in speech and language therapy: Student performance and attitudes. EDUCATION FOR HEALTH (ABINGDON, ENGLAND) 2006; 19:22-31. [PMID: 16531299 DOI: 10.1080/13576280500534735] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
CONTEXT Behavioural studies form an essential component of the Speech and Language Therapy (SLT) undergraduate degree. AIMS This study aimed to produce online teaching material in behavioural studies suitable for undergraduate SLT students, explore students' views on the online material, record their performance when taught through this innovative method and compare their performance to a group taught through the traditional lecture based method. Finally, it aimed to explore the relationship between engagement with the module and performance. METHODS SLT students completed an online health psychology/sociology module and their performance was compared to students who completed a traditional lecture based course. Student evaluations of the online course were also recorded as was their engagement with the online module. FINDINGS Results suggested that there was no significant difference between students taught through an online medium compared to those taught through "traditional lectures". An evaluation survey suggested that students appeared to enjoy the material although there was some reluctance to develop an independent learning style. CONCLUSION Online learning has a great deal to offer SLT education. However, material has to be developed that can both engage and motivate learners, thereby enhancing student independent learning.
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Affiliation(s)
- Dominic Upton
- Head of Psychology Division, University of Worcester, Worcester, UK.
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25
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Docherty C, Hoy D, Topp H, Trinder K. eLearning techniques supporting problem based learning in clinical simulation. Int J Med Inform 2005; 74:527-33. [PMID: 16043082 DOI: 10.1016/j.ijmedinf.2005.03.009] [Citation(s) in RCA: 30] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2004] [Revised: 02/16/2005] [Accepted: 03/23/2005] [Indexed: 10/25/2022]
Abstract
UNLABELLED This paper details the results of the first phase of a project using eLearning to support students' learning within a simulated environment. The locus was a purpose built clinical simulation laboratory (CSL) where the School's philosophy of problem based learning (PBL) was challenged through lecturers using traditional teaching methods. THE SOLUTION a student-centred, problem based approach to the acquisition of clinical skills that used high quality learning objects embedded within web pages, substituting for lecturers providing instruction and demonstration. This encouraged student nurses to explore, analyse and make decisions within the safety of a clinical simulation. Learning was facilitated through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that eLearning techniques can help students acquire clinical skills in the safety of a simulated environment within the context of a problem based learning curriculum.
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Affiliation(s)
- Charles Docherty
- Glasgow Caledonian University, Cowcaddens Road, Glasgow G4 OBA, Scotland, UK.
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26
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Munro KM, Peacock S. Improving access to learning in the workplace using technology in an accredited course. Nurse Educ Pract 2005; 5:117-26. [DOI: 10.1016/j.nepr.2004.04.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/21/2004] [Indexed: 10/26/2022]
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Harrington SS, Walker BL. The effects of computer-based training on immediate and residual learning of nursing facility staff. J Contin Educ Nurs 2004; 35:154-63; quiz 186-7. [PMID: 15307342 DOI: 10.3928/0022-0124-20040701-07] [Citation(s) in RCA: 16] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Nursing facility administrators must find new and innovative ways to meet the training needs of their staff. In this article, researchers discuss the effectiveness of computer-based training compared with the traditional instructor-led format. The computer-based and instructor-led versions of a fire safety training program were presented to staff of nine nursing facilities. Participants (N = 1,294) were randomly assigned to the computer-based or instructor-led groups. Both groups significantly increased their scores from pretest to posttest. The computer-based group significantly outperformed the instructor-led group on the knowledge subtest at posttest. Participants reported that they enjoyed the computer-based training and had no difficulty using the computers. The researchers concluded that computer-based training can be an effective and efficient alternative training technique.
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Wilkinson A, Forbes A, Bloomfield J, Fincham Gee C. An exploration of four web-based open and flexible learning modules in post-registration nurse education. Int J Nurs Stud 2004; 41:411-24. [PMID: 15050852 DOI: 10.1016/j.ijnurstu.2003.11.001] [Citation(s) in RCA: 46] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2002] [Revised: 10/29/2003] [Accepted: 11/11/2003] [Indexed: 10/26/2022]
Abstract
UNLABELLED This paper presents an exploratory evaluation of four newly developed web-based modules for post-registration nurses. The topics for the modules were: dermatology; diabetes; mentorship; and prescribing. STUDY OBJECTIVE To explore the students' perceptions of the web-based modules before and after completing the modules. DESIGN A pre-post test design using questionnaires and group interviews. PARTICIPANTS 39 students enrolled on the modules, pre-module data were collected on 74% (n = 29) and post-module data on 71% (n = 28). None of students had previous web-based education experience. 79% (n = 31) completed and 66% (n = 26) passed the modules. Students level of IT skills prior to commencing the modules were important in explaining module completion and outcome. The modules were rated highly in terms of achieving learning outcomes with moderate ratings for level of support and utility of learning materials. The content analysis of the interviews highlighted the importance of preparing students ensuring they have the IT and independent learning skills necessary to participate in web-based learning programmes, together with a number of issues relating to the accessibility of the learning materials. The perceived benefits of this mode of learning were that they offered flexible and resource rich learning. The downside was that the learning can be isolating. CONCLUSIONS This form of learning may not be suited to all groups of nurses or all educational topics. Further research is required to establish the educational benefits of different approaches to e-learning.
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Affiliation(s)
- Ann Wilkinson
- The Florence Nightingale School of Nursing and Midwifery, King's College London, James Clerk Maxwell Building, 57 Waterloo Road, SE1 8WA London, UK.
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Walker BL, Harrington SS. Can nursing facility staff with minimal education be successfully trained with computer-based training? NURSE EDUCATION TODAY 2004; 24:301-309. [PMID: 15110440 DOI: 10.1016/j.nedt.2004.02.004] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/17/2004] [Indexed: 05/24/2023]
Abstract
This study compares the effects of computer-based and instructor-led training on long-term care staff with a high school education or less on fire safety knowledge, attitudes, and practices. Findings show that both methods of instruction were effective in increasing staff tests scores from pre- to posttest. Scores of both groups were lower at follow-up three months later but continued to be higher than at pretest. Staff with a high school education increased scores more than those without a high school diploma.
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Affiliation(s)
- Bonnie L Walker
- Harrington Software Associates, Inc., 7431 Wilson Road, Warrenton, VA 20186, USA.
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Green SM, Voegeli D, Harrison M, Phillips J, Knowles J, Weaver M, Shephard K. Evaluating the use of streaming video to support student learning in a first-year life sciences course for student nurses. NURSE EDUCATION TODAY 2003; 23:255-261. [PMID: 12727092 DOI: 10.1016/s0260-6917(03)00014-5] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
Streaming video was used to support the learning of first year student nurses on a Life Sciences module, as one of many innovations designed to increase the range of resources and support available to students. This paper describes the background to this innovation, the procedures adopted and the results of extensive evaluation. The use of streaming video was evaluated in three applications in the module. A total of 656 students used online directed-learning sessions that incorporated streamed video. Just over half of these students actually viewed the video streams. Their feedback showed that 32% found access easy, 59% enjoyed using the resources, and 25% were very confident that they learned from them. Different types of video were used, and embedded in diverse ways, but the results were consistent across the three applications. They suggest that streamed video can contribute to useful resources to support learning by student nurses but, for a variety of reasons, it may not appeal or be adequately accessible to all students at present.
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Affiliation(s)
- Sue M Green
- School of Nursing and Midwifery, Division of Acute Care Nursing, University of Southampton, Highfield, Southampton SO17 1BJ, UK
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The use of the Internet and information technology to facilitate teaching evidence based practice – a case study. Nurse Educ Pract 2002; 2:181-9. [DOI: 10.1054/nepr.2002.0062] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/03/2002] [Indexed: 11/18/2022]
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32
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Moule P, Albarran JW. Automated external defibrillation as part BLS: implications for education and practice. Resuscitation 2002; 54:223-30. [PMID: 12204454 DOI: 10.1016/s0300-9572(02)00150-8] [Citation(s) in RCA: 20] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
The latest Adult Basic Life Support (BLS) guidelines support the inclusion of the use of the automated external defibrillator (AED), as part of basic life support (BLS). Emphasis on the provision of early defibrillation as part of BLS acknowledges the importance of this manoeuvre in the successful termination of ventricular fibrillation. The ramifications of such changes for both first responders and organisations implementing the guidelines should not be underestimated. Issues relating to resourcing, content and duration of training and retraining, auditing and evaluation require further exploration. To consider these issues now seems particularly pertinent, given the recent launch of the UK Government's paper on public health, 'Saving Lives-Our Healthier Nation' which seeks to deploy AEDs in busy public places for use by trained members of the lay public. Additionally, defibrillation has been identified as one of the key competencies that all trained nurses and other health care providers should be able to undertake. This paper will consider the background to the current guideline changes, analyse the wider implications of translating the recommendations into practice, and offer possible solutions to address the issues raised. Whilst the analysis is particularly pertinent to the United Kingdom, many of the issues raised have international importance.
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Affiliation(s)
- Pam Moule
- Faculty of Health and Social Care, University of the West of England, Glenside Campus, Blackberry Hill, Stapleton, BS16 1DD, Bristol, UK.
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