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.
BACKGROUND: High quality health care demands a nursing workforce with sound clinical skills. However, the clinical competency of newly qualified nurses continues to stimulate debate about the adequacy of current methods of clinical skills education and emphasises the need for innovative teaching str...
| Publicado en: | International Journal of Nursing Studies Vol. 47; no. 3; pp. 287 - 295 |
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| Autores principales: | , , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Elsevier B.V.
Mar2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105140900&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105140900 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00207489 JHV jtl: International Journal of Nursing Studies issn: 00207489 maglogo: N pubinfo: dt: Mar2010 vid: 47 iid: 3 pid: 82545 pub: Elsevier B.V. place: Philadelphia, Pennsylvania artinfo: ui: 105140900 105140900 2010589090 10.1016/j.ijnurstu.2009.08.003 NLM19762016 105140900 ppf: 287 ppct: 8 formats: tig: atl: 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. aug: au: Bloomfield J Roberts J While A affil: Florence Nightingale School of Nursing and Midwifery, Kings College London, 57 Waterloo Road, London SE1 8WA, United Kingdom. jacqueline.bloomfield@kcl.ac.uk sug: subj: Computer-Assisted Instruction Education, Nursing Handwashing Education Skill Acquisition Skill Retention Students, Nursing Teaching Methods Evaluation Theory Education Adult Checklists Chi Square Test Randomized Controlled Trials Colleges and Universities Content Validity Convenience Sample Descriptive Statistics Education Research Electronystagmography Female Handwashing Evaluation Human Interrater Reliability Male Middle Age Nonparametric Statistics Nursing Knowledge Evaluation Questionnaires Random Assignment Repeated Measures Research Dropouts Wilcoxon Signed Rank Test Adult: 19-44 years Middle Aged: 45-64 years Female Male ab: BACKGROUND: High quality health care demands a nursing workforce with sound clinical skills. However, the clinical competency of newly qualified nurses continues to stimulate debate about the adequacy of current methods of clinical skills education and emphasises the need for innovative teaching strategies. Despite the increasing use of e-learning within nurse education, evidence to support its use for clinical skills teaching is limited and inconclusive. OBJECTIVES: This study tested whether nursing students could learn and retain the theory and skill of handwashing more effectively when taught using computer-assisted learning compared with conventional face-to-face methods. DESIGN: The study employed a two group randomised controlled design. The intervention group used an interactive, multimedia, self-directed computer-assisted learning module. The control group was taught by an experienced lecturer in a clinical skills room. Data were collected over a 5-month period between October 2004 and February 2005. Knowledge was tested at four time points and handwashing skills were assessed twice. SETTING AND PARTICIPANTS: Two-hundred and forty-two first year nursing students of mixed gender; age; educational background and first language studying at one British university were recruited to the study. Participant attrition increased during the study. RESULTS: Knowledge scores increased significantly from baseline in both groups and no significant differences were detected between the scores of the two groups. Skill performance scores were similar in both groups at the 2-week follow-up with significant differences emerging at the 8-week follow-up in favour of the intervention group, however, this finding must be interpreted with caution in light of sample size and attrition rates. CONCLUSION: The computer-assisted learning module was an effective strategy for teaching both the theory and practice of handwashing to nursing students and in this study was found to be at least as effective as conventional face-to-face teaching methods. Copyright 2009 Elsevier Ltd. All rights reserved. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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