Effects of Smoking Cessation Intervention Education Program Based on Blended Learning among Nursing Students in South Korea

Abstract

ObjectivesThis study was conducted to evaluate whether a “smoking cessation intervention” education program based on blended learning, was effective in improving nursing students’ perceived competence and motivation to perform a smoking cessation intervention for smokers.MethodsA quasi-experimental, pretest–posttest design was conducted. The smoking cessation intervention education program based on blended learning, was administered to the experimental group (n = 23) in 5 sessions, consisting of 2 courses of an e-learning program and 1 course of a face-to-face learning program per session. The control group (n = 21) received the opportunity to participate in an e-learning program as well as receiving material of a face-to-face learning program, after completion of the smoking cessation intervention education program.ResultsThe experimental group showed significant differences in autonomous motivation (t = −6.982, p < 0.001), controlled motivation (t = −3.729, p = 0.001), and perceived competence compared to the control group (t = −3.801, p < 0.001).ConclusionThis study showed that a smoking cessation intervention education program adopting blended learning, was significantly effective in enhancing nursing students’ autonomous motivation and perceived competence to conduct a smoking cessation intervention. Further studies are needed to confirm longitudinal effects of this program.

Impact of tobacco cessation education on behaviors of nursing undergraduates in helping smoker to quit smoking

“…This study suggests that the inclusion of tobacco cessation education, directed by the Guidelines 5 and the Manual 23 , into nursing compulsory courses, in the form of a classroom didactic session, online selflearning, and a scenario simulation session, effectively increased nursing students’ knowledge, skills, and confidence in tobacco cessation, which was consistent with the results of previous studies1 6 – 19 . This study also found that students performed skills learned in the course to actively assist patients to quit smoking.…”

“…The tobacco cessation education achieved relatively good results, probably because of the traditional didactic session with specific instruction on tobacco cessation health education theories such as the transtheoretical model of behavior change 25 , the 5As and 5Rs theoretical models of tobacco cessation, and the provision of the corresponding online resources. Those online resources were about different cases with assistance from different medical professionals, which were easily accessible and could be repeatedly learned 17 – 19 . The online Q and A helped students to solve problems in self-learning.…”

“…Tobacco cessation training as entry-level education for medical students has been shown to increase the frequency of behaviors for assisting clients to quit smoking 15 . Studies have shown that evidence-based tobacco cessation education dramatically improved nursing students' intention to participate in smoking cessation, improved their skills, and enhanced their confidence 16 – 19 . Sohn 16 implemented tobacco cessation education in an elective nursing course at a South Korean university, including a 2-hour lecture on cessation strategies and a 3-hour simulation, and found a significant improvement in the self-efficacy of participants for assisting patients to quit smoking.…”

“…Along with the development of information, the blended learning of traditional face-to-face interaction and e-learning have demonstrated flexibility in practical teaching. Choi 19 administered blended teaching of tobacco cessation education for nursing students and enhanced their self-motivation and self-efficacy for assisting patients to quit smoking.…”

Comparing student achievement in traditional learning with a combination of blended and flipped learning

“…Furthermore, an experimental study conducted by Sung, Kwon, and Ryu (2008) revealed that blended groups had a higher statistically significant level of knowledge and satisfaction related to administration of medication skills and knowledge compared with the control group, while there were no statistically significant differences between the groups in relation to self‐efficacy. Choi and Kim (2018) conducted a quasi‐experimental design to evaluate the effectiveness of an educational programme related to smoking cessation based on blended learning in improving nursing students' competence and motivation to conduct a smoking cessation intervention for smokers. The results showed that the educational programme adopting blended learning was significantly effective in developing nursing students' competences and motivation in conducting a successful programme.…”