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Showing 1 results for Safajou

Zahra Amouzeshi, Narges Soltani, Narjes Khatoon Taheri, Majid Zare Bidaki, Seyed Ali Reza Mousavi, - Manizhe Nasirizade, Farzaneh Safajou,
Volume 4, Issue 1 (2-2016)
Abstract

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 52 third-semester nursing students were selected by convenience sampling method. Course contents were presented during 6 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 23-item questionnaire on Fluid and Electrolyte Imbalances course. The obtained data were analyzed in SPSS (version 16) using Mann-Whitney, t-test, Chi-square, Fisher's Exact Test, and analysis of two-way variance. The significant level was considered as P < 0.05.

Results: The mean score of cognitive learning was significantly higher in the traditional learning group (14.1±1.9) than in the e-learning group (12.4±2.2) (P=0.006). The difference was also significant in the domain of knowledge (P<0.001), but insignificant in comprehension (P=0.097) and application (P=0.892) domains.

Conclusions: According to the results, the method of teaching e-learning, alongside traditional teaching method is recommended.



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نشریه جراحی و تروما Journal of Surgery and Trauma
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