Zahra Amouzeshi - Faculty of Nursing and Midwifery, Surgery and Trauma Research Center, Birjand University of Medical Sciences,Birjand, Iran
Narges Soltani - Nursing and Midwifery Research Center, Birjand University of Medical Sciences, Birjand, Iran
Narjes Khatoon Taheri - Department of Nursing, Gaen Faculty of Nursing and Midwifery, Birjand University of Medical Sciences, Birjand, Iran
Majid Zare Bidaki - Department of Microbiology, Birjand University of Medical Sciences, Birjand, Iran
Seyed Ali Reza Mousavi - Graduate of Nursing, Birjand University of Medical Sciences, Birjand, Iran
Manizhe Nasirizade - Nursing and Midwifery Research Center, Birjand University of Medical Sciences, Birjand, Iran
Farzaneh Safajou - Nursing and Midwifery Research Center, Birjand University of Medical Sciences, Birjand, Iran

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.

Cognitive learning, Nursing Students, e-Learning, Traditional learning