Effects of a Web-Based Teaching Method on Undergraduate Nursing Students' Learning of Electrocardiography

Abstract

This study examined the effects of a Web-based teaching method (versus a traditional lecture method) on undergraduate nursing students' learning of electrocardiography (ECG). The Web-based learning program was developed by the authors and implemented for 4 weeks. The study used a pretestposttest experimental design. A total of 105 senior nursing students were recruited at a university in Korea. Fifty-four students were assigned to an experimental group in 2002, and 51 were assigned to a control group in 2003. Knowledge about ECG among students in the Web-based group was significantly lower than that of students in the control group ( p < .01). Conversely, the ability to interpret ECG recordings was significantly higher among students in the Web-based group ( p < .05). No significant differences were found between the two groups in level of motivation or satisfaction with learning. The self-directed, Web-based ECG learning program appears to be effective in helping nursing students to interpret ECG recordings.

A systematic review evaluating the impact of online or blended learning vs. face‐to‐face learning of clinical skills in undergraduate nurse education

“…Seven papers reported highly significant results that indicated a higher level of knowledge following an online learning teaching modality (Jeffries 2001, Jeffries et al 2003, Kaveevivitchai et al 2009, Gerdsprasert et al 2010, Keefe & Wharrad 2012. Two papers reported on a higher level of knowledge following face-to-face teaching (Beeson & Kring 1999, Jang et al 2005. Five papers reported no significant difference in the students' level of knowledge between online and face-to-face learning (Kim et al 2003, Gega et al 2007, Reime et al 2008, Bloomfield et al 2010, Durmaz et al 2012.…”

Motivation in computer‐assisted instruction

“…Keller's ARCS model of motivational learning has been validated and supported by several studies in education. 7,[25][26][27][28] Keller also has developed a validated instrument to measure the four aspects of motivational learning in the ARCS model, which is called the Instructional Materials Motivation Survey (IMMS) (Appendix 1a). 21 The IMMS is a 36-item questionnaire that generates a total score and subscale scores for the four ARCS dimensions.…”

“…Some of the earlier studies on the ARCS model were performed by colleagues in Korea with a Korean translation of IMMS. 25,26 Jang et al created a Web-based learning program on electrocardiography for undergraduate nursing students. 25,26 This computer-assisted learning model was compared with traditional face-to-face lectures.…”

“…25,26 Jang et al created a Web-based learning program on electrocardiography for undergraduate nursing students. 25,26 This computer-assisted learning model was compared with traditional face-to-face lectures. These studies concluded that there was no significant difference in motivational scores between both groups.…”

Part 12: Education, implementation, and teams

“…Eight studies (LOE 1 18 ; LOE 4 19 ; LOE 5 [20][21][22][23][24][25] ) reported that a diverse range of precourse preparatory actions (e.g., computerassisted learning, pretests, video-based learning, textbook reading) improved learner outcomes in advanced life support courses.…”