Florence Nightingale School of Nursing and Midwifery, Kings College London, 57 Waterloo Road, London SE1 8WA, United Kingdom.
Int J Nurs Stud. 2010 Mar;47(3):287-94. doi: 10.1016/j.ijnurstu.2009.08.003. Epub 2009 Sep 16.
High quality health care demands a nursing workforce with sound clinical skills. However, the clinical competency of newly qualified nurses continues to stimulate debate about the adequacy of current methods of clinical skills education and emphasises the need for innovative teaching strategies. Despite the increasing use of e-learning within nurse education, evidence to support its use for clinical skills teaching is limited and inconclusive.
This study tested whether nursing students could learn and retain the theory and skill of handwashing more effectively when taught using computer-assisted learning compared with conventional face-to-face methods.
The study employed a two group randomised controlled design. The intervention group used an interactive, multimedia, self-directed computer-assisted learning module. The control group was taught by an experienced lecturer in a clinical skills room. Data were collected over a 5-month period between October 2004 and February 2005. Knowledge was tested at four time points and handwashing skills were assessed twice.
Two-hundred and forty-two first year nursing students of mixed gender; age; educational background and first language studying at one British university were recruited to the study. Participant attrition increased during the study.
Knowledge scores increased significantly from baseline in both groups and no significant differences were detected between the scores of the two groups. Skill performance scores were similar in both groups at the 2-week follow-up with significant differences emerging at the 8-week follow-up in favour of the intervention group, however, this finding must be interpreted with caution in light of sample size and attrition rates.
The computer-assisted learning module was an effective strategy for teaching both the theory and practice of handwashing to nursing students and in this study was found to be at least as effective as conventional face-to-face teaching methods.
高质量的医疗保健需要一支临床技能扎实的护理队伍。然而，新入职护士的临床能力仍在不断引发人们对当前临床技能教育方法是否充分的争论，并强调需要创新的教学策略。尽管电子学习在护理教育中的应用越来越广泛，但支持其用于临床技能教学的证据有限且尚无定论。
本研究旨在测试与传统的面对面教学方法相比，使用计算机辅助学习是否可以更有效地教授护理学生洗手的理论和技能，从而使他们更有效地学习和掌握相关知识。
本研究采用了两组随机对照设计。干预组使用了互动式、多媒体、自我指导的计算机辅助学习模块，而对照组则由一位经验丰富的讲师在临床技能室进行教学。数据收集时间为 2004 年 10 月至 2005 年 2 月，共 5 个月。在四个时间点测试知识，两次评估洗手技能。
共有 242 名不同性别、年龄、教育背景和母语为英语的一年级护理专业学生参与了这项研究。在研究过程中，参与者的流失率有所增加。
两组的知识得分均从基线显著增加，且两组之间的得分无显著差异。在 2 周的随访中，两组的技能表现得分相似，但在 8 周的随访中，干预组的得分明显更高，然而，考虑到样本量和流失率，这一发现必须谨慎解释。
计算机辅助学习模块是教授护理学生洗手理论和实践的有效策略，在本研究中，它被发现至少与传统的面对面教学方法同样有效。
