Donkin Rebecca, Hatje Eva, Reinke Nicole B
School of Health and Behavioural Sciences, University of the Sunshine Coast, Sippy Downs, Australia.
School of Biomedical Science, Faculty of Health, Queensland University of Technology, Brisbane, Australia.
Nurse Educ Today. 2022 Jun;113:105377. doi: 10.1016/j.nedt.2022.105377. Epub 2022 Apr 18.
Human pathophysiology is important in undergraduate nursing education to help students develop clinical reasoning skills. Traditionally pathophysiology education in undergraduate nursing is taught face-to-face. However, eLearning in nursing curricula may provide flexible delivery options.
With increased inclusion of technology enhanced learning in nursing curricula, a hematology eLearning module was evaluated in a pathophysiology subject to determine whether it was comparable to face-to-face learning.
Single-blind randomized pre-test/post-test controlled trial.
School of Health and Behavioural Sciences, University of the Sunshine Coast.
A total of 271 second-year undergraduate students enrolled in Human Pathophysiology were included in the study. Students were from three bachelor programs: Nursing Science; Paramedic Science; and Clinical Exercise Physiology. Students were randomly allocated to either the experimental group (n = 85) or the control group (n = 186).
A hematology eLearning module was designed to be self-directed and learner-centered, guided by constructivist learning theories for delivery in the human pathophysiology subject. The experimental "eLearning" group completed the module independently, and the control "face-to-face" group completed equivalent paper-based activities facilitated by a tutor. All students completed a pre-test assessment and two post-test assessments two weeks after the intervention and at the end of the subject.
There was no significant difference in assessment scores between the experimental and control groups, or between nursing and other programs.
eLearning was comparable to face-to-face teaching in this study. We recommend further research to strengthen the links between pathophysiology theory to clinical reasoning skills using eLearning.
人体病理生理学在本科护理教育中很重要，有助于学生培养临床推理能力。传统上，本科护理中的病理生理学教育是通过面对面教学进行的。然而，护理课程中的电子学习可能提供灵活的授课方式。
随着护理课程中技术增强学习的应用增加，在一门病理生理学课程中对一个血液学电子学习模块进行了评估，以确定它是否与面对面学习相当。
单盲随机前测/后测对照试验。
阳光海岸大学健康与行为科学学院。
共有271名注册了人体病理生理学课程的二年级本科生参与了该研究。学生来自三个本科专业：护理科学；护理急救；临床运动生理学。学生被随机分配到实验组（n = 85）或对照组（n = 186）。
根据建构主义学习理论设计了一个以自我指导和学习者为中心的血液学电子学习模块，用于在人体病理生理学课程中授课。实验“电子学习”组独立完成该模块，对照“面对面”组在导师的协助下完成同等的纸质活动。所有学生在干预后两周和课程结束时完成一次前测评估和两次后测评估。
实验组和对照组之间，以及护理专业和其他专业之间的评估分数没有显著差异。
在本研究中，电子学习与面对面教学相当。我们建议进行进一步研究，以加强使用电子学习将病理生理学理论与临床推理技能联系起来。
