Abstract:Background:Fundamentals of nursing course are prerequisite to providing comprehensive nursing care. Despite development of technology on nursing education, effectiveness of using e-learning methods in fundamentals of nursing course is unclear in clinical skills laboratory for nursing students. The aim of this study was to compare the effect of blended learning (combining e-learning with traditional learning methods) with traditional learning alone on nursing students' scores.Materials and Methods:A two-group p… Show more
“…On the other hand, there remains a need for more research to clarify a number of questions about the effectiveness of education conducted through e-learning. 20 During the COVID-19 pandemic, individuals' daily routines have changed considerably and they have been more likely to remain at home. Some individuals have developed strategies for engaging in online activities such as virtual gaming, increased use of social media, and increased use of online shopping to reduce their levels of anxiety and stress.…”
This study aimed to determine the relationship between nursing students' levels of technology addiction and their attitudes toward e-learning during the COVID-19 pandemic. Design and Methods: The study had a cross-sectional design and was conducted at a Department of Nursing in a Faculty of Health Sciences in Turkey. The study sample consisted of 434 nurses chosen by stratified sampling method. Findings: The nursing students had a low level of technology addiction and mildly positive attitudes toward e-learning. A statistically positive correlation was found between students' technology addiction and their attitudes toward e-learning (p < 0.01).
“…On the other hand, there remains a need for more research to clarify a number of questions about the effectiveness of education conducted through e-learning. 20 During the COVID-19 pandemic, individuals' daily routines have changed considerably and they have been more likely to remain at home. Some individuals have developed strategies for engaging in online activities such as virtual gaming, increased use of social media, and increased use of online shopping to reduce their levels of anxiety and stress.…”
This study aimed to determine the relationship between nursing students' levels of technology addiction and their attitudes toward e-learning during the COVID-19 pandemic. Design and Methods: The study had a cross-sectional design and was conducted at a Department of Nursing in a Faculty of Health Sciences in Turkey. The study sample consisted of 434 nurses chosen by stratified sampling method. Findings: The nursing students had a low level of technology addiction and mildly positive attitudes toward e-learning. A statistically positive correlation was found between students' technology addiction and their attitudes toward e-learning (p < 0.01).
“…E-learning has been shown to have a positive impact on the achievement of learning outcomes in health professions education. A recent study found that a mixed methods approach that combined traditional learning activities with e-learning improved clinical skills in nurses [9]. Another study examining the impact of e-learning on achievement of learning outcomes in a medical immunology course found that on average 3.6% of the class performed better on the immunology component of the examination, which was linked to the level of engagement with the online material [10].…”
BackgroundClinical Microbiology is a core subject in medical undergraduate curricula. However, students struggle to cover the content and clinically contextualise basic microbiology. Our aim was to evaluate student engagement with new e-learning material and to investigate the impact it had on examination performance in a Clinical Microbiology module.MethodsAn online resource was designed to support didactic teaching in a Fundamentals of Clinical Microbiology module. One cohort of students had access to the online material (2017/2018 class) and the other did not (2016/2017 class). Each cohort sat the same multiple-choice question (MCQ) and short-note question (SNQ) examination papers and the impact of engagement with the online resource and examination performance was analysed.ResultsBoth groups were of the same academic standard prior to beginning the module. In the 2017/2018 cohort, 227/309 (73.5%) students had â„80% engagement with the content. Students engaged most with the index of pathogens and pathogen focused clinical cases related to diverse genera and families of clinically important microorganisms. A statistically higher difference in the mean percentage grade in both the MCQ and SNQ examinations was seen for 2017/2018 compared to 2016/2017 cohort. For the MCQ examination, the 2017/2018 cohort were on average 5.57% (95% confidence interval (CI): 3.92 to 7.24%; Pâ<â0.001) higher, and for the SNQ examination the 2017/2018 cohort were on average 2.08% (95% CI: 0.74 to 3.41%; Pâ=â0.02) higher. When the results were adjusted for previous examination performance, for every percentage increase in online engagement the grade in the SNQ examination only increased by 0.05% (95% CI: 0.02 to 0.08) on average.ConclusionsThese findings suggest students engage with e-learning when studying and that such activities may help students perform better in assessments.
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