A Comparison of Computer and Traditional Face-to-Face Classroom Orientation for Beginning Critical Care Nurses

2.50
Hdl Handle:
http://hdl.handle.net/10755/157069
Category:
Abstract
Type:
Presentation
Title:
A Comparison of Computer and Traditional Face-to-Face Classroom Orientation for Beginning Critical Care Nurses
Author(s):
Anzalone, Patricia; Sole, Mary Lou
Author Details:
Patricia A Anzalone, RN. MSN, CCRN, PhD, University of Central Florida, Orlando, FL, USA, email: pattiphil@comcast.net; Mary Lou Sole, PhD, FAAN, University of Central Florida, Orlando, FL, USA
Abstract:
PURPOSE: The primary aim of this study was to examine the equivalency of knowledge attainment in the cardiovascular module of the Essentials of Critical Care Orientation (ECCO) electronic-learning (e-learning) program to traditional face-to-face critical care orientation classes covering the same content. Additional aims were to determine if learning style is associated with a preference for type of learning method, and to determine any difference in learning satisfaction between the two modalities. BACKGROUND: Education of the novice critical care nurse has traditionally been conducted by educators in face-to-face classes in an orientation or internship. A shortage of qualified educators and growth in electronic modes of course delivery have led organizations to explore electronic learning to provide orientation to critical care nursing concepts. Equivalence of e-learning versus traditional critical care orientation has not been studied. METHODS: The study was conducted using a two-group pretest-posttest experimental design. Forty-one practicing nurses with no critical care experience or education were randomly assigned to either the ECCO (n=19) or face-to-face (n=22) group. Those in the face-to-face group attended 20 hours of classroom instruction taught by an expert educator. The ECCO group completed the lessons on line and had an optional 2-hour face-to-face discussion component. Pre-test measures included the Basic Knowledge Assessment Test (BKAT-7), modified ECCO Cardiovascular (CV) Examination, and Kolb Learning Style Inventory (LSI). Post-tests included the BKAT-7, modified CV Examination, and Affective Measures Survey. RESULTS: The majority of subjects were female and educated at the associate degree level, averaging 9.9 + 11.7 years of nursing experience. Classroom instruction was preferred by 61% of participants. No statistical differences were noted between groups on any demographic variables or baseline knowledge. Learning outcomes were compared by repeated measures analysis of variance; no significant differences (p> .05) were found between groups. Preference for online versus classroom instruction was not associated with learning style (X2 = 3.39, p = .34). Satisfaction with learning modality was significantly greater for those in the classroom group (t=4.25, p=.000). CONCLUSIONS: This first study to evaluate the ECCO orientation program contributes to the body of knowledge exploring e-learning versus traditional education. The study results provide evidence that the ECCO critical care education produces learning outcomes at least equivalent to traditional classroom instruction, regardless of the learning style of the student. Replication of this study with a variety of instructors, expanded populations, larger samples, and different subject matter is recommended.
Repository Posting Date:
26-Oct-2011
Date of Publication:
26-Oct-2011
Citation:
2009 National Teaching Institute Research Abstracts. American Journal of Critical Care, 18(3), e1-e17.
Conference Date:
2009
Conference Name:
National Teaching Institute and Critical Care Exposition
Conference Host:
American Association of Critical-Care Nurses
Conference Location:
New Orleans, Louisiana, USA
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleA Comparison of Computer and Traditional Face-to-Face Classroom Orientation for Beginning Critical Care Nursesen_GB
dc.contributor.authorAnzalone, Patriciaen_GB
dc.contributor.authorSole, Mary Louen_GB
dc.author.detailsPatricia A Anzalone, RN. MSN, CCRN, PhD, University of Central Florida, Orlando, FL, USA, email: pattiphil@comcast.net; Mary Lou Sole, PhD, FAAN, University of Central Florida, Orlando, FL, USAen_GB
dc.identifier.urihttp://hdl.handle.net/10755/157069-
dc.description.abstractPURPOSE: The primary aim of this study was to examine the equivalency of knowledge attainment in the cardiovascular module of the Essentials of Critical Care Orientation (ECCO) electronic-learning (e-learning) program to traditional face-to-face critical care orientation classes covering the same content. Additional aims were to determine if learning style is associated with a preference for type of learning method, and to determine any difference in learning satisfaction between the two modalities. BACKGROUND: Education of the novice critical care nurse has traditionally been conducted by educators in face-to-face classes in an orientation or internship. A shortage of qualified educators and growth in electronic modes of course delivery have led organizations to explore electronic learning to provide orientation to critical care nursing concepts. Equivalence of e-learning versus traditional critical care orientation has not been studied. METHODS: The study was conducted using a two-group pretest-posttest experimental design. Forty-one practicing nurses with no critical care experience or education were randomly assigned to either the ECCO (n=19) or face-to-face (n=22) group. Those in the face-to-face group attended 20 hours of classroom instruction taught by an expert educator. The ECCO group completed the lessons on line and had an optional 2-hour face-to-face discussion component. Pre-test measures included the Basic Knowledge Assessment Test (BKAT-7), modified ECCO Cardiovascular (CV) Examination, and Kolb Learning Style Inventory (LSI). Post-tests included the BKAT-7, modified CV Examination, and Affective Measures Survey. RESULTS: The majority of subjects were female and educated at the associate degree level, averaging 9.9 + 11.7 years of nursing experience. Classroom instruction was preferred by 61% of participants. No statistical differences were noted between groups on any demographic variables or baseline knowledge. Learning outcomes were compared by repeated measures analysis of variance; no significant differences (p> .05) were found between groups. Preference for online versus classroom instruction was not associated with learning style (X2 = 3.39, p = .34). Satisfaction with learning modality was significantly greater for those in the classroom group (t=4.25, p=.000). CONCLUSIONS: This first study to evaluate the ECCO orientation program contributes to the body of knowledge exploring e-learning versus traditional education. The study results provide evidence that the ECCO critical care education produces learning outcomes at least equivalent to traditional classroom instruction, regardless of the learning style of the student. Replication of this study with a variety of instructors, expanded populations, larger samples, and different subject matter is recommended.en_GB
dc.date.available2011-10-26T19:23:36Z-
dc.date.issued2011-10-26en_GB
dc.date.accessioned2011-10-26T19:23:36Z-
dc.identifier.citation2009 National Teaching Institute Research Abstracts. American Journal of Critical Care, 18(3), e1-e17.en_GB
dc.conference.date2009en_GB
dc.conference.nameNational Teaching Institute and Critical Care Expositionen_GB
dc.conference.hostAmerican Association of Critical-Care Nursesen_GB
dc.conference.locationNew Orleans, Louisiana, USAen_GB
dc.identifier.citation2009 National Teaching Institute Research Abstracts. American Journal of Critical Care, 18(3), e1-e17.en_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
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