Comparison of learning strategies in face-to-face and online courses on sexually transmitted diseases

Abstract

The goal of this study was to compare undergraduate nursing students' learning after using educational hypermedia with the traditional approach in lectures on the subject of sexually transmitted diseases. This is a quasi-experimental study conducted at two federal universities in the Northeast from June till August 2013. A total of 58 students participated, who were divided into two similar groups (control and intervention). Values of p<0.05 were considered statistically significant. In the post-test, the statistical analysis did not show significant differences in learning performance between the groups (p=0.151). The intervention group answered the largest number of questions correctly (54.46%). It is concluded that educational hypermedia represents a complementary tool for face-to-face teaching in undergraduate nursing courses.

Revalidation of game for teaching blood pressure auscultatory measurement: a pilot study

“…The game, as a strategy of health education (12)(13)(14) , proved to be completely effective for questions D1.4, D2.4, D3.3, in which the percentages of successes from the pre-test to the post-test surpassed 50%. Questions D1.4 and D2.4 were related to the cuff position on the arm and to the correct size, respectively.…”

Technology in health and its influence on nursing education / Tecnologia em saúde e sua influência no ensino em enfermagem

“…ICTs have led to changes in traditional teaching models, reducing barriers to differentiated teaching, overcoming time and space, enabling students to take active learning approaches without passive reception of knowledge, and promoting continuous learning and exchange of experiences and information among the learners. [17][18][19][20][21] In the meantime, ICTs have provided innovations in both teaching and learning processes. 3…”

Innovative Methodologies to Teach Patient Safety in Undergraduate Nursing: Scoping Review

“…Ao se optar por esse tipo de recurso pedagógico, o educador poderá romper com modelos que simplesmente depositam informações e conhecimentos em seus estudantes. Desse modo, faz-se relevante discutir sobre as metodologias de ensino inovadoras que sejam capazes de facilitar a compreensão sobre os pilares da segurança do paciente na formação em Enfermagem (17,18).…”