Case-Based Web Learning Versus Face-to-Face Learning

Chan, Angus C.W.; Sit, Janet W H; Wong, Eliza Mi Ling; Lee, Diana Tze-Fun; Fung, Olivia Wai Man

doi:10.1097/jnr.0000000000000104

Cited by 44 publications

(21 citation statements)

References 23 publications

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“…It has been reported that when WBE is used in nursing education, it improves the nursing knowledge and skills (Du, Liu, Liu, Yin, Xu, Zhang, Wang, 2013), lifelong learning skills, to provide trustworthy evidence based care (Du, Liu, Liu, Yin, Xu, Zhang, Wang, 2013, Button, Harrington, Belan, 2014 of the nursing students. It has also been reported that participants feel very pleased due to the application (Du, Liu, Liu, Yin, Xu, Zhang, Wang, 2013, Chan, Chair, Sit, Wong, Lee, Fung, 2015. These results support the findings of our study.…”

Section: Discussionsupporting

confidence: 93%

Web-Based Education Practices in Education of Nursing Students: Turkey Profile

Aker¹,

İnfal²,

Uslu³

2016

Proceedings of the 22nd International Academic Conference

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Section: Discussionsupporting

confidence: 93%

Web-Based Education Practices in Education of Nursing Students: Turkey Profile

Aker¹,

İnfal²,

Uslu³

2016

Proceedings of the 22nd International Academic Conference

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“…There is, however, clear evidence to suggest serious gaming is more effective at engaging learners than traditional methods of learning (Annetta, Minogue, Holmes, & Cheng, 2009; Ebner & Holzinger, 2007; Hew, Huang, Chu, & Chiu, 2016). Serious gaming may therefore open opportunities to access practical learning experiences in a flexible, autonomous, and cost-effective manner more convenient to both universities and workplaces (Abdelaziz, Samer Kamel, Karam, & Abdelrahman, 2011; Chan et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Using a Serious Game to Train Violence Risk Assessment and Management Skills

Mason

Loader

2019

Simulation & Gaming

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Background. Staff in healthcare and human services settings are frequently exposed to interpersonal violence and challenging behaviour that requires competence in assessing and managing the associated risks. The pressure to adequately manage these risks can result in high levels of workplace stress. Intervention. Students and workers face many barriers to receiving practical training in risk assessment and management, and serious gaming has shown promise as a method of learning in a realistic, experiential, and safe environment. This study examined whether a serious game was an effective and engaging method for training people to assess and manage challenging behaviours, compared to a traditional mode of learning. Method. The 78 participants in this quasi-experimental study were divided into a serious game condition and a traditional learning condition. Participants were scored on their acquired knowledge across five categories and surveyed on their level of engagement in the learning method. Results. Results demonstrated no significant differences between learning conditions on acquired knowledge, and significantly higher levels of engagement in the serious game condition. Conclusion. Serious games may offer an effective way of teaching risk assessment and management skills to novice healthcare professionals. As an engaging, cost-effective, authentic, flexible, and self-directed learning method, the advantages of utilising serious gaming as a training tool in healthcare and human services are substantial.

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“…The meta-analysis by Voutilainen et al [17] demonstrated that e-learning methods resulted in test scores that were 5.24 points higher than a conventional method on a 0–100 scale, clinical thinking was the only subject which was significantly better improved with conventional learning such as case-based learning (CBL) [16,17]. To overcome the difficulties presented by pure e-learning, blended learning has emerged and is defined as the combination of online material with students’ real-life experiences in face-to-face settings using CBL [20,21,22]. Studies [20] has showed that students enrolled on a blended model reported generally good experiences in linking online theory to practice.…”

Section: Introductionmentioning

confidence: 99%

“…Advances in e-learning technology allow this to be organized in an online platform where the case study is uploaded and the issues discussed with the students in a face to face situation. [22].…”

Section: Introductionmentioning

confidence: 99%

“…For the purpose of this study, blended learning will also be referred to as the Blended On-Line and Digital (BOLD) [20]. In this learning methodology, students read online material prior to the class and it has been reported to enrich the learning [20,21,22]. Currently there is a lack of suitable e-products specially adapted for nursing education on environmental sustainability and health [23].…”

Section: Introductionmentioning

confidence: 99%

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Effectiveness of the e-NurSus Children Intervention in the Training of Nursing Students

Álvarez-García

Nieto

Kelsey

et al. 2019

IJERPH

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The paediatric population is the most vulnerable to exposure to environmental risk factors. Institutions of higher education have to equip nursing students with the attitudes, knowledge, and skills to respond to this using blended learning. The aim of this study was to evaluate the effect of e-NurSus Children intervention on student nurses’ attitudes, knowledge, and skills. A quasi-experimental study of time series was designed using pre and post educational intervention evaluation in 2018. The participants were nursing students (N = 267) from Spain (n = 110) and the United Kingdom (n = 157). Three instruments were used: the Sustainability Attitudes in Nursing Survey, the Children’s Environmental Health Knowledge Questionnaire, and the Children’s Environmental Health Skills Questionnaire. The attitudes (15.81%), knowledge (39.02%), and skills (29.98%) of nursing students improved following the e-NurSus Children intervention. It is necessary to include topics on children’s environmental health in nurse education as students are aware of this issue but do not have the knowledge or skills required to manage problems or illness caused by the environment. The e-NurSus Children intervention is an effective tool to address this educational gap.

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Case-Based Web Learning Versus Face-to-Face Learning

Abstract: The Web-based CBL approach was comparable but not superior to the traditional classroom CBL approach. The Web-based CBL experience of these students sheds light on the impact of Chinese culture on student learning behavior and preferences.

Cited by 44 publications

References 23 publications

Web-Based Education Practices in Education of Nursing Students: Turkey Profile

Web-Based Education Practices in Education of Nursing Students: Turkey Profile

Using a Serious Game to Train Violence Risk Assessment and Management Skills

Effectiveness of the e-NurSus Children Intervention in the Training of Nursing Students

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