通过电子学习或讲座增加婴儿先天性心脏病知识：一项比较性干预研究。
E-learning or lectures to increase knowledge about congenital heart disease in infants: A comparative interventional study.
作者信息
Hjorth-Johansen Elin, Hofoss Dag, Kynø Nina Margrethe
机构信息
Division of Paediatric and Adolescent Medicine Department of Neonatal Intensive Care Oslo University Hospital Oslo Norway.
Lovisenberg diaconal University College Oslo Norway.
出版信息
Nurs Open. 2019 Jul 1;6(3):1143-1149. doi: 10.1002/nop2.317. eCollection 2019 Jul.
AIM
This project aimed to create, implement and evaluate an e-learning course on nursing infants with congenital heart disease (CHD) and to measure its efficacy compared with classroom learning.
DESIGN
This is a comparative interventional study with two groups.
METHODS
The study involved 15 postgraduate students and 13 newly employed nurses. The learning outcome was computed as the difference between pre-test and post-test knowledge scores and analysed using tests and multiple regression.
RESULTS
Both learning groups scored significantly higher 1 week after training. The improvement did not differ significantly between the groups when controlling for the years of experience in CHD nursing and the baseline knowledge score. Participants with higher baseline knowledge scores improved their scores less. Neither learning method was proven more effective than the other. Participants reported experiencing traditional classroom teaching as more positive, but e-learning was more time effective.
目的
本项目旨在创建、实施和评估一门关于先天性心脏病（CHD）患儿护理的电子学习课程，并与课堂学习进行比较，以衡量其效果。
设计
这是一项两组的比较性干预研究。
方法
该研究涉及15名研究生和13名新入职护士。学习成果以测试前和测试后知识分数的差异来计算，并使用测试和多元回归进行分析。
结果
两个学习组在培训1周后得分均显著更高。在控制CHD护理经验年限和基线知识分数时，两组之间的改善没有显著差异。基线知识分数较高的参与者分数提高较少。没有证明哪种学习方法比另一种更有效。参与者报告称，传统课堂教学更积极，但电子学习更节省时间。
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