One‐Year Follow‐Up of a Patient with Reversible Tricuspid Valve Stenosis Due to Lymphomatic Mass into the Right Atrioventricular Wall

Chrissos, Dimitrios N.; Kalmantis, T; Belegrati, Maria; Katsaros, Andreas; Tapanlis, E.N.; Katsimichas, Alexandros; Triantafillou, Georgios; Kallikazaros, Ioannis

doi:10.1046/j.1540-8175.2002.00565.x

Cited by 2 publications

(1 citation statement)

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“…Today, the term cognitive eLearning is one of the most frequently used terms which has entered into education along with information technology. Several universities have scheduled this type of education as part of their longterm plans with huge investments on it (8).…”

Section: Bakgroundmentioning

confidence: 99%

Impacts of eLearning on the Cognitive Learning of Senior Nursing Students Concerning Central Venous Catheter

Amouzeshi

Mohammadi

et al. 2017

Interdiscip J Virtual Learn Med Sci

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Background: Central venous catheter (CVC) is of extreme importance especially in critical care units. To perform confident CVCs, nursing students should acquire an appropriate theoretical and practical knowledge during their course of study. ELearning is one of the new methods of teaching in medical sciences. The aim of this study was to determine the effect of eLearning on the cognitive learning of senior nursing students concerning central venous catheter. Methods: This is a quasi-experimental study with a one-group, pre-post-test design. The study was conducted in the 2015 -2016 academic year. A total of 40 students (12 males and 28 females) in the 8th semester were selected through simple randomization sampling method from May to July 2016. Their knowledge about CVC was assessed before and after the intervention using a questionnaire that consisted of 20 areas. After the pre-test was administered, the learning content was presented to the students through the eLearning portal. The collected data were analyzed in SPSS software using paired t-test, independent t-test. The significance level was set at P < 0.05. Results: Paired t-test showed a significant difference (P = 0.001) between the average scores of knowledge before and after intervention. There was no significant association between knowledge scores and age, gender, place of residence, grade point average, clinical experience, experience with CVC, and satisfaction with eLearning. Conclusions: It seems that eLearning can increase students' knowledge about CVC. Thus, this method is recommended for teaching nursing courses.

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Section: Bakgroundmentioning

confidence: 99%