Comparing the Effectiveness of Webinars and Participatory learning on essential newborn care (ENBC) in the class room in terms of acquisition of knowledge and skills of student nurses: a randomized controlled trial.

Indian Journal of Pediatrics
Poonam JoshiManju Vatsa

Abstract

A randomized controlled trial was conducted in tertiary level center to compare the effectiveness of Webinars (WL) vs. Participatory learning (PL) on Essential Newborn Care (ENBC) in terms of acquisition of knowledge and skills of pre-service 6th semester student nurses. They were randomized to receive teaching on four topics of ENBC by two facilitators. Gain in knowledge and skill scores in ENBC were measured using validated assessment methods. Baseline characteristics including age, education, marks and hours of internet surfing were comparable between two groups (WL: n = 28, PL: n = 30). Pre-training mean knowledge scores in WL and PL group (mean ± SD) (30.96 ± 5.62 vs. 31.43 ± 4.74 p = 0.42), and skill scores (19.14 ± 3.37 vs. 19.20 ± 3.71 respectively, p = 0.77) were comparable. Training methods resulted in equal gain in knowledge in both groups. Satisfaction scores among the participants were also comparable. Thus, using webinars on ENBC as new technology in class room teaching may be an effective, alternative method to using participatory learning.

References

Nov 8, 2002·Journal of Advanced Nursing·Lynda Atack, James Rankin
Apr 22, 2004·The Journal of Nursing Education·Bonnie Bata-Jones, Melissa D Avery

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Citations

May 3, 2014·Middle East African Journal of Ophthalmology·Eduardo P MayorgaAna G Palis
Sep 7, 2017·Western Journal of Nursing Research·Jiwon Kang, GyeongAe Seomun
Jul 19, 2020·The Annals of Otology, Rhinology, and Laryngology·Chloe SwordsAsit Arora

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