@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2013;6(3):129-134
ISSN: 2228-5468 Education Strategies in Medical Sciences 2013;6(3):129-134
Comparison of Nurses Learning Level by Multimedia and Web-based Methods in Teaching Nursing Care of Chemical Accidents
ARTICLE INFO
Article Type
Original ResearchAuthors
Khoshsima S. (1)Salari M. M. (*)
Tadrisi S. D. (2)
Daneshmandi M. (3)
Mahdizade S. (4)
(*) “Chemical Trauma Research Center” & “Health of Society Nursing Department”, Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
(1) Emam Reza Hospital, Tehran, Iran
(2) Internal Surgery Department, Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
(3) Military Nursing Department, Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
(4) Health of Society Nursing Department, Nursing Faculty, Zanjan University of Medical Sciences, Zanjan, Iran
Correspondence
Address: 2nd Floor, Nursing Faculty, Velayat Education Center, Araj three-way, Aqdasieh, Tehran, Iran.Phone: +982122289941
Fax: +982122286057
mmsalaree@gmail.com
Article History
Received: February 22, 2013Accepted: May 21, 2013
ePublished: August 2, 2013
ABSTRACT
Aims
It is a question that among all different types of electronic learning which one will be more effective in modern education. The aim of this study was to compare the learning level of nurses by multimedia software and web based methods in teaching nurses care in chemical accidents in one of the Tehran city armed forces hospitals.
Materials & Methods This quasi-experimental two-grouped study was performed in 2012 in nurses of one of the armed force hospitals of Tehran city. And 66 nurses were selected purposively and were randomly divided into multimedia software and web based groups. Education content, level of education evaluation questionnaire with 35 quadruple questions and 8 Objective Structural clinical examination (OSCE) stations for evaluating practical skills of two groups’ members were designed by the researcher. One group was trained by multimedia and one group received education under web. After collecting, data was analyzed by SPSS 16 software and paired and independent T tests.
Findings The difference of pretests scores was not significant between two groups. The score of posttest 1 were increased in both groups but there were a little drop in posttest 2 scores in both groups. The average scores’ differences were non-significant between two groups in stations 1, 2 and 4 but significant in stations 3, 5, 6, 7 and 8.
Conclusion Multimedia and web based learning methods have the same effect on learning levels of nurses.
Materials & Methods This quasi-experimental two-grouped study was performed in 2012 in nurses of one of the armed force hospitals of Tehran city. And 66 nurses were selected purposively and were randomly divided into multimedia software and web based groups. Education content, level of education evaluation questionnaire with 35 quadruple questions and 8 Objective Structural clinical examination (OSCE) stations for evaluating practical skills of two groups’ members were designed by the researcher. One group was trained by multimedia and one group received education under web. After collecting, data was analyzed by SPSS 16 software and paired and independent T tests.
Findings The difference of pretests scores was not significant between two groups. The score of posttest 1 were increased in both groups but there were a little drop in posttest 2 scores in both groups. The average scores’ differences were non-significant between two groups in stations 1, 2 and 4 but significant in stations 3, 5, 6, 7 and 8.
Conclusion Multimedia and web based learning methods have the same effect on learning levels of nurses.
CITATION LINKS
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[25] Delasobera B. Evaluating the efficacy of simulators and multimedia for refreshing ACLS skills in India. Resuscitation. 2010;81(2):217-23.
[2] Mayer R. Multimedia learning. 1st ed. Tehran: Management and Planning of Education Research Institute; 2005.
[3] Peydaie M. Analysis of the effectiveness of e-learning. Tehran: Alame Tabatabaie University; 2003. [Persian]
[4]Matlabi M. Assessment in health care systems. Tehran: Sokhangostar Publication; 2007. [Persian]
[5] Khatoni A, Dehghan N. Comparison the effect of webbased education and traditional education on nurse’s knowledge about bird flu in continuing education. Iran J Med Educ. 2011;11(2):140-8.
[6] Prensky H. How to teach with technology: Keeping both teachers and students comfortable in an era of exponential change emerging technologies for learning. Learn J. 2007;6(2):23-30.
[7] Hopcraft A. Commentary e-learning and educational diversity. Nurs Educ Today. 2002;22(1):50-8.
[8] Dalfonso CH. E-learning in preoperative education. SSM. 2002;8(2):9-18.
[9] Ahadiyan M. Education technology arrangement. Tehran: Boshra Publication. 2000;8:109-25. [Persian]
[10] Arani M. Web-based learning and innovation in distance education. Educ Innov. 2002;108:30-42.
[11] Dompeling E, Jobsis Q, Vandevijver NM, Wesseling G, Hendriks H. Chronic bronchiolitis in a 5-yr-old child after exposure to sulphur mustard gas. Eur Respir J. 2004;23(2):343-6.
[12] Champan K. Are nurses ready? Literature review. Aust Emerg Nurs J. 2008;11(3):12.
[13] Hasanzade P. E-learning-based training compared with about productivity in medical education. Tehran; Second Conference of E-learning in Medical Education, 2008.
[14] Asgary A. Determination and comparison affecting two method self aid and body aid on the base of multimedia software packages method and lecture on the amount of knowledge and operation of personals of selected combat battalion [dissertation]. Tehran: Baqiyatalah University; 2011. [Persian]
[15] Morady A. Comparison educational nursing care in nuclear accidents by two ways lecture and packaged software multimedia on the levels of teach nurses [dissertation]. Tehran: Baqiyatalah University; 2010. [Persian]
[16]Yosefy Sh. Comparison effectiveness of conventional and distance training based on competency in nurse’s preparedness biological agent’s exposure [dissertation]. Tehran: Baqiyatalah University; 2009. [Persian]
[17] Dimeff L. Which training method works best? A randomized controlled trial comparing three methods of training clinicians in dialectical behavior therapy skills. Nurs Educ Perspect. 2009;47(11):900-21.
[18] Leasure A. Comparison of student out comes and preference in a traditional vs. world wide web based baccalaureate nursing research course. Nurs Educ. 2000;24(3):149-54.
[19] Koivunen M. Developing an evidence-based curriculum designed to help psychiatric nurses learn to use computers and the internet. Nurs Educ Pract. 2008;24(3):12-5.
[20] Ane L. Peppers conceptual basis of professional nursing. AJN. 2006;13(3):17-26.
[21]Harris J. Educating generalist physician about chronic pain: Live experts and online education can provide durable benefits. Am Acad Pain Med. 2008;9(5):55-63.
[22] Denise L. Effective use of multimedia technology in athletic training education. Athletic Train Educ. 2002;37(4):219-28.
[23] Jamie E. Transcultural nursing courses implication for culturally competent care nursing clinics of North America. Nurs Educ Prespect. 2008;43(4):21-35.
[24] Ong J. Effect of a preoperative instructional digital video disc on patient knowledge and preparedness for engaging post-operative care activities. Nurs Clin North Am. 2009;44(1):35-56.
[25] Delasobera B. Evaluating the efficacy of simulators and multimedia for refreshing ACLS skills in India. Resuscitation. 2010;81(2):217-23.