|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|367869||621548||2016||6 صفحه PDF||سفارش دهید||دانلود رایگان|
این مقاله ISI می تواند منبع ارزشمندی برای تولید محتوا باشد.
- تولید محتوا برای سایت و وبلاگ
- تولید محتوا برای کتاب
- تولید محتوا برای نشریات و روزنامه ها
پایگاه «دانشیاری» آمادگی دارد با همکاری مجموعه «شهر محتوا» با استفاده از این مقاله علمی، برای شما به زبان فارسی، تولید محتوا نماید.
• The development and implementation of an online IVPE for training nursing students was the first of its kind.
• Using the online IVPE plus hands-on training was significantly better than using either strategy alone.
• Providing unlimited access to the online IVPE may prevent IV infusion errors and potentially save lives.
BackgroundThe expansion of online education for nursing students has created the challenge of finding innovative ways to teach clinical skills. An online intravenous pump emulator (IVPE) modelled on actual IV pumps used in clinical healthcare settings was developed to facilitate online education delivery.ObjectivesThe objectives of the study were to implement the online IVPE and evaluate student learning outcomes and perceptions of device use.DesignA mixed method, quasi-experimental design was used.SettingThe study was conducted in the School of Nursing and Midwifery at a regional university in Queensland, Australia.ParticipantsParticipants were 179 first year nursing students enrolled in a medications course, ranging in age from 18 to 44 years, of whom 150 were female.MethodsParticipants were assigned to one of three groups and trained in the use of IV infusion pumps. Group 1 (n = 57) were trained online using the IVPE (ONL); Group 2 (n = 73) were trained on-campus using an actual IV pump (ONC); Group 3 (n = 49) were trained both on-campus using the actual IV pump and online using the IVPE (ONL + ONC). Competence in using the actual IV pump was assessed for all participants at the conclusion of the training period.ResultsNo significant differences in learning outcomes, measured by assessment scores out of 80 points, were found between the ONL (M = 65.5 ± 9.2) and ONC (M = 62.0 ± 14.8; p > .05) groups. Significantly better learning outcomes were evident for the ONL + ONC group (M = 68.7 ± 4.9) compared to the ONC group (p < .01).ConclusionsThis study highlights that the nursing students became more competent in the skill of preparing and administrating IV infusions when face-to-face and online learning were combined.
Journal: Nurse Education Today - Volume 40, May 2016, Pages 198–203