The effect of an e-learning module on health sciences students' venipuncture skill development.
Introduction: Venipuncture is a psychomotor skill required in many healthcare professions. E-learning could be used to overcome current barriers in face-to-face learning in healthcare education such as insufficient classroom space or qualified instructors. We sought to evaluate the effectiveness of...
| Publicado en: | Canadian Journal of Respiratory Therapy Vol. 54; no. 1; pp. 12 - 17 |
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| Autores principales: | , , , , , , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Canadian Society of Respiratory Therapists
Spring2018
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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=130789420&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 130789420 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 12059838 IO7 jtl: Canadian Journal of Respiratory Therapy issn: 12059838 maglogo: N pubinfo: dt: Spring2018 vid: 54 iid: 1 pid: 13751 pub: Canadian Society of Respiratory Therapists place: Ottawa, Ontario artinfo: ui: 130789420 130789420 130789420 10.29390/cjrt-2018-002 130789420 ppf: 12 ppct: 5 formats: fmt: @attributes: type: P tig: atl: The effect of an e-learning module on health sciences students' venipuncture skill development. aug: au: Lindenmaier, Tamas J. Brown, Julie Ranieri, Lorie Steary, Dugg Harrison, Helen Flook, Julia Lorusso, Elizabeth affil: School of Health Sciences, Fanshawe College, London, ON, Canada sug: subj: Learning Methods Education, Non-Traditional Venipuncture Education Skill Acquisition Students Psychomotor Performance Evaluation Human Pilot Studies Confidence Summated Rating Scaling Videorecording Mann-Whitney U Test Clinical Trials P-Value Ontario Questionnaires Data Analysis Software Pretest-Posttest Design ab: Introduction: Venipuncture is a psychomotor skill required in many healthcare professions. E-learning could be used to overcome current barriers in face-to-face learning in healthcare education such as insufficient classroom space or qualified instructors. We sought to evaluate the effectiveness of an e-learning module on students' performance when used in addition to in-class training. Methods: Overall, 224 health sciences students were approached to participate in this pilot study. Recruited students were divided into control and study groups. The control group received only in-class training, whereas the study group had access to the e-learning module in addition to in-class learning. Both groups were evaluated on their self-confidence using a Likert scale, academic competence using a multiple-choice questionnaire, and psychomotor competence from video skill recordings using an in-house rubric. Nonparametric, independent sample Mann-Whitney tests were performed to evaluate differences between groups. Results: Overall, 114 students provided written informed consent; 84 students (control: n = 50, study: n = 34) participated in at least one component of the study. Significantly higher (p = 0.017) academic competence scores were observed in the study group. Significantly higher confidence levels were also observed postintervention for both the control (p = 0.0025) and study (p = 0.0011) groups; however, no significant differences were found between the study and control groups before (p = 0.441) or after (p = 0.883) intervention. Finally, no significant differences (p = 0.428) were observed for psychomotor skills between the study arms. Conclusion: Our results suggest that there is potential for e-learning to increase the academic competence of students when used in conjunction with traditional learning; however, further research is needed to determine its efficacy on psychomotor skills. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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