The Effect of Offline E-Learning on Cognitive Learning (Levels of Knowledge, Comprehension, and Application) of Fluid and Electrolyte Imbalances Course among Nursing Students
- سال انتشار: 1394
- محل انتشار: مجله جراحی و تروما، دوره: 4، شماره: 1
- کد COI اختصاصی: JR_JSTR-4-1_002
- زبان مقاله: انگلیسی
- تعداد مشاهده: 54
نویسندگان
Faculty of Nursing and Midwifery, Surgery and Trauma Research Center, Birjand University of Medical Sciences,Birjand, Iran
Nursing and Midwifery Research Center, Birjand University of Medical Sciences, Birjand, Iran
Department of Nursing, Gaen Faculty of Nursing and Midwifery, Birjand University of Medical Sciences, Birjand, Iran
Department of Microbiology, Birjand University of Medical Sciences, Birjand, Iran
Graduate of Nursing, Birjand University of Medical Sciences, Birjand, Iran
Nursing and Midwifery Research Center, Birjand University of Medical Sciences, Birjand, Iran
Nursing and Midwifery Research Center, Birjand University of Medical Sciences, Birjand, Iran
چکیده
Introduction: The use of e-learning and computer-aided methods is rapidly on the rise in medical and nursing education. Therefore, given the conflicting findings and lack of systematic clinical trials on comparison of the effects of e-learning and traditional methods in nursing education, this study aimed to assess the effects of offline e-Learning on cognitive learning (levels of knowledge, comprehension, and application) in the Fluid and Electrolyte Imbalances course among nursing students. Methods: This is a quasi-experimental study with a two-group, post-test-only design. A total of ۵۲ third-semester nursing students were selected by convenience sampling method. Course contents were presented during ۶ weeks by lecture and question and answer (Q & A) in the traditional learning group and by offline e-Learning in the second group. Afterwards, the students’ cognitive learning (knowledge, comprehension, and application) was assessed using a ۲۳-item questionnaire on Fluid and Electrolyte Imbalances course. The obtained data were analyzed in SPSS (version ۱۶) using Mann-Whitney, t-test, Chi-square, Fisher's Exact Test, and analysis of two-way variance. The significant level was considered as P < ۰.۰۵. Results: The mean score of cognitive learning was significantly higher in the traditional learning group (۱۴.۱±۱.۹) than in the e-learning group (۱۲.۴±۲.۲) (P=۰.۰۰۶). The difference was also significant in the domain of knowledge (P< ۰.۰۰۱), but insignificant in comprehension (P=۰.۰۹۷) and application (P=۰.۸۹۲) domains. Conclusions: According to the results, the method of teaching e-learning, alongside traditional teaching method is recommended.کلیدواژه ها
Cognitive learning, Nursing Students, e-Learning, Traditional learningاطلاعات بیشتر در مورد COI
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