ABSTRACT
Purpose@#This study describes the development and implementation of a mechanical ventilation education program with a blended learning method for nursing students. @*Methods@#Sixty-five nursing students were recruited either to the experimental group (n=33) or to the control group (n=32) in May 2020. This program was developed based on the analysis, design, development, implementation, and evaluation model. The analysis phase consisted of a literature review, expert consultations, and target group survey. In addition, learning objectives and a structure were designed, and an online program was developed. In the implementation phase, the program was conducted over the course of 2 weeks. The evaluation phase involved verification of the effects of the program on knowledge of mechanical ventilation, self-confidence, and ventilator nursing skills performance, as well as an assessment of satisfaction with the program. @*Results@#The experimental group had significantly higher scores on knowledge of mechanical ventilation (t=4.29, p<.001), self-confidence (t=2.31, p=.024), and ventilator nursing skills performance (t=4.65, p<.001) than the control group. @*Conclusion@#The results indicate that this mechanical ventilation education program with blended learning was effective in meeting the needs of nursing students and can be widely used in this context.
ABSTRACT
Purpose@#The aim of this study was to develop teaching material of electrocardiography (ECG) education for nursing students. Teaching material was designed to increase ECG knowledge and self-confidence of nursing students. @*Methods@#A convenience sample of 72 nursing students in a university of South Korea were recruited to an experimental group (n=36) or a control group (n=36). A non-equivalent control group pretest-posttest design was employed to test effects of teach material on ECG knowledge and self-confidence of nursing students.Teaching material was developed based on analysis learners, state objectives, select media & materials, utilize media & materials, require learner participation, and evaluate & revise (ASSURE) model. ECG knowledge and self-confidence were self-reported using scales developed by authors. Pre-test and post-test data were collected before and after a three-week intervention period. @*Results@#The ECG knowledge of the experimental group was significantly higher than that of the control group (t=6.86,p<.001). And the self-confidence of the experimental group was significantly higher than that of the control group (t=3.07, p=.003). @*Conclusion@#Teaching material developed in this study was effective in improving ECG knowledge and self-confidence of nursing students. Thus, this teaching material could be used as supplementary textbook in diverse nursing practice education such as simulation or nursing skill training.