The Impact of Web-Enhanced Education on Nursing Students' Learning Skills: A Quasi-Experimental Study

Abstract

Background: Innovative teaching methods are essential in nursing education to improve students' competency and equip them for complex healthcare demands. Urinary catheterization (UC) is a common nursing procedure, but improper insertion can harm patients. Nursing students require adequate training prior to starting clinical practice. It is the responsibility of educators to develop effective teaching methods to boost students' skills, knowledge, and satisfaction. Aim: This study aimed to investigate the effect of web-enhanced learning versus traditional education on nursing students' satisfaction and learning of UC Skills. Design: A quasi-experimental study. Settings: This study was conducted at the Faculty of Nursing, Suez Canal University. Participants: First-year nursing students (N=175) were enrolled. Methods: For data collection, three tools were used: a students' knowledge questionnaire, a UC observational checklist, and a students' satisfaction questionnaire. Results: Students who acquired their education online carried out the procedure more skillfully compared to traditionally educated peers (p = 0.003). They also achieved higher cognitive exam scores (p = 0.029) and greater satisfaction (p = 0.019). Conclusion: The study focused on the importance of utilizing the platforms and technologies that are currently more available than before to educate students using innovative instructional methodologies (web-enhanced learning) for enhancing student understanding, skills, and satisfaction. Recommendation: The study recommends that nursing faculties adopt innovative teaching techniques, leveraging technology to maximize hands-on practice. Creating a comprehensive online record of curriculum procedures on the faculty's website would be beneficial for ongoing skill development.