Mohamadirizi Soheila, Fahami Fariba, Bahadoran Parvin
Department of Midwifery, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran.
Iran J Nurs Midwifery Res. 2014 Mar;19(2):127-31.
E-learning can increase knowledge in patients and provide an efficient way to enhance the personnel-patient interaction as well as patient-specific education materials. So, the aim of this study was to compare the effects of two methods, multimedia and illustrated booklet educational method, on primigravida women's knowledge of prenatal care.
This was a quasi-experimental study based on pre- and post-tests carried out on 100 primigravida women (50 in electronic and 50 in illustrated booklet groups) referring to Navabsafavi Health Center of Isfahan University of Medical Sciences in 2012. Subjects were randomly divided into two groups of learning interventions, including multimedia and illustrated booklet. Subjects' knowledge scores were collected using a researcher-made questionnaire with 50 questions.
Before training, the mean scores (out of 50) of knowledge in e-learning and illustrated booklet education groups were 29.21 ± 7.4 and 30.01 ± 6.4, respectively. The difference between the mean scores was not significant 4-6 weeks after education. The score was 44.74 ± 3.4 in the e-learning group and 40.74 ± 6.4 in the illustrated booklet group, which showed a statistically significant difference (P < 0.01). Also, the level of knowledge increased in e-learning and illustrated booklet groups as 61% and 37%, respectively.
This study showed that the courses of e-learning training improved the knowledge of pregnant women to a higher extent compared to illustrated booklet education. Therefore, different aspects of e-learning, including computer literacy and infrastructure of telecommunications, should be revised.
电子学习可以增加患者的知识，并提供一种有效的方式来加强医患互动以及提供针对患者的教育材料。因此，本研究的目的是比较多媒体和图文手册两种教育方法对初产妇产前护理知识的影响。
这是一项基于前后测试的准实验研究，于2012年对100名初产妇（电子学习组50名，图文手册组50名）进行，这些产妇均前往伊斯法罕医科大学纳瓦布萨法维健康中心就诊。研究对象被随机分为两组学习干预组，即多媒体组和图文手册组。使用研究者编制的包含50个问题的问卷收集研究对象的知识得分。
培训前，电子学习组和图文手册教育组的知识平均得分（满分50分）分别为29.21±7.4和30.01±6.4。教育4 - 6周后，平均得分差异不显著。电子学习组的得分是44.74±3.4，图文手册组的得分是40.74±6.4，差异具有统计学意义（P < 0.01）。此外，电子学习组和图文手册组的知识水平分别提高了61%和37%。
本研究表明，与图文手册教育相比，电子学习培训课程能在更大程度上提高孕妇的知识水平。因此，应改进电子学习的不同方面，包括计算机素养和电信基础设施。
