Department of Nursing, Mackay Medical College, 46, Sec. 3, Zhongzheng Rd., Sanzhi Dist., New Taipei City 252, Taiwan.
Department of Occupational Therapy, Da-Yeh University, No. 168, University Rd., Dacun, Changhua 515006, Taiwan.
Nurse Educ Today. 2023 Nov;130:105921. doi: 10.1016/j.nedt.2023.105921. Epub 2023 Jul 27.
Studies suggest that e-learning environments (ELEMs) in nursing education may be more effective than traditional face-to-face teaching, as they lead to learning outcomes that equal or exceed those of face-to-face teaching.
To determine whether using ELEM for educational applications can significantly improve e-collaborative learning, perceived satisfaction, and study achievement among nursing students in a paediatric nursing course.
Nonrandomized pretest-posttest quasi-experimental research design.
A medical college in northern Taiwan.
Eighty-four students (52 in the non-ELEM group and 32 in the ELEM group) completed both the pretest and posttest.
Third-year nursing students were recruited and nonrandomly assigned to an experimental group (ELEM) and a nonexperimental group (non-ELEM) of their choice. Students in the former group received traditional classroom teaching without the use of Moodle-based ELEMs, while those in the latter completed the course through Moodle-based ELEMs and classroom lectures.
Regarding perceived satisfaction, e-collaborative learning, and study achievement, the overall test results indicated a significant difference in the posttest between the two groups (F (1,82) = 10.622, P = 0.002), (F (1,82) = 9.481, P = 0.003), (F (1,82) = 59.301, P < 0.001, respectively). The explanatory power η reached 11.5 %, 10.4 %, and 42.0 %, respectively.
The students who used Moodle-based ELEMs combined with classroom teaching showed significantly higher levels of e-collaborative learning, perceived satisfaction, and study achievement in the paediatric nursing course. ELEMs for educational purposes can serve as effective complementary learning tools for paediatric nursing courses.
研究表明，护理教育中的电子学习环境（ELEM）可能比传统的面对面教学更有效，因为它们导致的学习成果与面对面教学相等或超过面对面教学。
确定在儿科护理课程中使用 ELEM 进行教育应用是否可以显著提高护理学生的电子协作学习、感知满意度和学习成绩。
非随机前测后测准实验研究设计。
中国台湾北部的一所医学院。
84 名学生（非 ELEM 组 52 名，ELEM 组 32 名）完成了前测和后测。
招募三年级护理学生，并让他们非随机地选择实验组（ELEM）和对照组（非 ELEM）。前者组接受传统的课堂教学，不使用基于 Moodle 的 ELEM，而后者组通过基于 Moodle 的 ELEM 和课堂讲座完成课程。
关于感知满意度、电子协作学习和学习成绩，两组的总体测试结果在后测中显示出显著差异（F（1,82）=10.622，P=0.002），（F（1,82）=9.481，P=0.003），（F（1,82）=59.301，P<0.001）。解释力 η 分别达到 11.5%、10.4%和 42.0%。
使用基于 Moodle 的 ELEM 与课堂教学相结合的学生在儿科护理课程中表现出明显更高的电子协作学习、感知满意度和学习成绩。ELEM 可作为儿科护理课程的有效补充学习工具。
