The Effect of Computer Based Learning (CBL) Regarding Endotracheal Airway Suctioning on Knowledge and Skill Retention of Third Year Pediatric Nursing Students

Document Type : Original Article

Authors

1 Demonstrator of pediatric nursing Faculty of Nursing, Mansoura University

2 Prof. Dr. of Pediatric Nursing Faculty of Nursing, Alexandria University

3 Prof. Dr. of Pediatrics Faculty of Medicine, Mansoura University

4 Lecturer of Pediatric Nursing Faculty of Nursing, Mansoura University

Abstract

Endotracheal airway suctioning (ETS) is one of the important pediatric nursing skills that should be used only after careful assessment. High qualified pediatric nursing care requires interesting in clinical skill education and seeking innovative learning methods. Reviewed studies comparing the effectiveness of CBL with traditional methods reported lack of studies that tested knowledge or skill retention. This quasi-experimental study evaluated the effect of CBL regarding ETS on knowledge and skill retention of third year pediatric nursing students. A total 120 students were divided into experimental and control groups. The experimental group was taught used an interactive, multimedia, self-directed computer-based learning module. The control group was taught used face to face lecture and demonstration in a pediatric clinical skills laboratory. Data were collected using knowledge test at four time points and at three time points using ETS performance checklist. The study revealed that CBL method produce significant cognitive gains and higher skill performance scores for the experimental students at immediate follow up but the retained knowledge was almost similar in both groups at 2 weeks follow up. The experimental group achieved significant higher differences emerging in retained knowledge at the 6 week follow up and in retained skill performance at 2 & 6weeks
follow ups. The findings indicated that CBL was an effective strategy for teaching both knowledge and practice. It also produced better knowledge and skill retention than in case of traditional learning method.

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History

  • Receive Date: 07 January 2012
  • Revise Date: 09 February 2012
  • Accept Date: 25 March 2012

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