Community Based Psychiatric Care Research Center, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.
Department of E-Learning in Medical Sciences, Virtual School, Center of Excellence for e-learning in Medical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran.
BMC Med Educ. 2022 Sep 7;22(1):664. doi: 10.1186/s12909-022-03726-8.
In the present age, e-learning has been playing a good role in educational and clinical settings along with face-to-face training. This study aimed to determine the effect of distance class using micro-learning contents on learning outcomes and self-efficacy in the clinical education of nursing students in 2021.
This research is a quasi-experimental pre-test-post-test study conducted at Shiraz University of Medical Sciences. The study population consisted of 46 nursing students who were recruited by the full census method. Students were randomly divided into two groups of intervention and control. Before and after educational interventions in both groups, students' learning and self-efficacy were evaluated using a questionnaire. Data Analysis was done using descriptive and analytical statistical methods and with SPSS software version 23.
The results revealed a statistically significant difference in the mean score of clinical learning level of nursing students between the control and experimental groups after the intervention (p = 0.041). Also, the difference between the mean score of self-efficacy in the intervention group before and after the training was statistically significant (p = 0.001).
Micro-learning is an effective training method for raising learning outcomes and self-efficacy among nursing students, especially in internship units. This method is recommended since multimedia pays attention to all learning styles of learners and affects the learning outcomes and self-efficacy of learners.
在当今时代，电子学习在教育和临床环境中与面对面培训一起发挥着良好的作用。本研究旨在确定 2021 年使用微学习内容的远程课程对护理学生临床教育中的学习成果和自我效能的影响。
这是一项在设拉子医科大学进行的准实验前测后测研究。研究人群由通过全面普查方法招募的 46 名护理学生组成。学生被随机分为干预组和对照组。在两组的教育干预前后，使用问卷评估学生的学习和自我效能。使用描述性和分析性统计方法以及 SPSS 软件版本 23 进行数据分析。
干预后，对照组和实验组护理学生临床学习水平的平均得分存在统计学差异（p=0.041）。此外，实验组培训前后自我效能的平均得分差异具有统计学意义（p=0.001）。
微学习是提高护理学生学习成果和自我效能的有效培训方法，尤其是在实习单位。由于多媒体关注学习者的所有学习风格并影响学习者的学习成果和自我效能，因此推荐使用这种方法。
