College of Nursing, All India Institute of Medical Sciences, New Delhi, 110029, India.
Indian J Pediatr. 2013 Feb;80(2):168-70. doi: 10.1007/s12098-012-0742-8. Epub 2012 May 5.
A randomized controlled trial was conducted in tertiary level center to compare the effectiveness of Webinars (WL) vs. Participatory learning (PL) on Essential Newborn Care (ENBC) in terms of acquisition of knowledge and skills of pre-service 6th semester student nurses. They were randomized to receive teaching on four topics of ENBC by two facilitators. Gain in knowledge and skill scores in ENBC were measured using validated assessment methods. Baseline characteristics including age, education, marks and hours of internet surfing were comparable between two groups (WL: n = 28, PL: n = 30). Pre-training mean knowledge scores in WL and PL group (mean ± SD) (30.96 ± 5.62 vs. 31.43 ± 4.74 p = 0.42), and skill scores (19.14 ± 3.37 vs. 19.20 ± 3.71 respectively, p = 0.77) were comparable. Training methods resulted in equal gain in knowledge in both groups. Satisfaction scores among the participants were also comparable. Thus, using webinars on ENBC as new technology in class room teaching may be an effective, alternative method to using participatory learning.
一项在三级中心进行的随机对照试验比较了网络研讨会（WL）与参与式学习（PL）在基本新生儿护理（ENBC）方面对 6 学期前服务学生护士知识和技能获取的效果。他们被随机分配由两名导师教授 ENBC 的四个主题。使用经过验证的评估方法测量 ENBC 知识和技能得分的增长。两组之间的基线特征（包括年龄、教育、分数和上网时间）具有可比性（WL：n = 28，PL：n = 30）。WL 和 PL 组的预培训平均知识得分（均值±标准差）（30.96±5.62 对 31.43±4.74，p = 0.42）和技能得分（19.14±3.37 对 19.20±3.71，p = 0.77）相似。两种培训方法均使两组的知识增益相等。参与者的满意度评分也相似。因此，在课堂教学中使用网络研讨会作为新技术进行 ENBC 教学可能是一种有效、替代的参与式学习方法。
