Effectiveness of virtual classroom training in improving the knowledge and key maternal neonatal health skills of general nurse midwifery students in Bihar, India: A pre- and post-intervention study

Agrawal, Neeraj; Kumar, Somesh; Balasubramaniam, Sudharsanam Manni; Bhargava, Satish; Sinha, Pallavi; Bakshi, Bhawna; Sood, Bulbul

doi:10.1016/j.nedt.2015.07.022

Cited by 38 publications

(63 citation statements)

References 6 publications

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“…MMAT scores varied from 50% to 100% with five studies assessed at 100% (Holland, Smith, McCrossan, Adamson, Watt, & Penny, 2013;Ilott, Bennett, Gerrish, Pownall, Jones, & Garth, 2014;Kelly, Lyng, McGrath, & Cannon, 2009;Rigby, et al, 2012;Terry, Moloney, Bowtell, & Terry, 2016); two at 75% (Agrawal, Kumar, Balasubramaniam, Bhargava, Sinha, Bakshi et al, 2016;Lehmann, Thiessen, Frick, Bosse, Nikendei, Hoffmann et al, 2015), one at 60% (Sowan & Idhail, 2014) and two at 50% quality rating (Park, et al, 2016;Wang, Liang, Blazeck, & Greene, 2015).…”

Section: Accepted M Manuscriptmentioning

confidence: 99%

Investigation of blended learning video resources to teach health students clinical skills: An integrative review

Coyne

Rands

Frommolt

et al. 2018

Nurse Education Today

153

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Section: Accepted M Manuscriptmentioning

confidence: 99%

Investigation of blended learning video resources to teach health students clinical skills: An integrative review

Coyne

Rands

Frommolt

et al. 2018

Nurse Education Today

153

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“…2 In-service training or so-called continuing health education will improve the quality of midwife by rendering more knowledge and competence. 3 Besides emphasizing antenatal care and birth preparedness practices through training, issues to optimal child growth and development in relation to healthy digestion, nutrition, and parenting are also substantial for midwife to manage child nutrition related conditions. 4,5 Furthermore child nutritional status is not merely affected by food intake.…”

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confidence: 99%

The knowledge retention after continuing health education among midwives in Indonesia

et al. 2018

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Background: Amongst the Health Care Professionals, midwife has a strategic role in taking care of both mother and child in contributing to their survival, health, and wellbeing. The retaining midwife’s knowledge and quality of care through training on specific skills is strongly needed. This study aimed to evaluate the knowledge retention among midwives after the provision of digestive health, nutrition, and parenting education sessions at immediate and three months after the education.Methods: A serial pre-post intervention experimental study was conducted from January to July 2016 to evaluate the knowledge before (pre-test), immediate after (post-test), and three months after the provision of three sessions of digestion health, nutrition, and parenting (character building) topics by the experts which covered from several areas in Indonesia. The improvement of the sufficient knowledge proportion time by time was analyzed by using McNemar test.Results: The low immediate response rate (77.2%) and very low response after the 3-month follow-up (26.4%) were revealed during the study. At baseline, less than 50% of the subjects had sufficient knowledge on digestive health, nutrition, and parenting. At immediate after and after three months, there were significant improvements in the proportion of sufficient knowledge in nutrition and parenting topics. However, there was a declining of sufficient knowledge at after 3 months group compared to immediate group.Conclusion: The knowledge retention from the continuing health education among widwives in Indonesia decreased after 3 months.

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“…There is a significant increase in the performance skills of the students of Public Nursing School of the Indian state of Bihar, with respect to health practices for mothers and new-borns. Agrawal, et al (2016) and Alves, Miranda, and Morais (2017) concluded that there is a positive remarkable relation between the e-system usability, in general, and student skill performance. According to Gedera (2014) and Das (2016), the usage of synchronized virtual classrooms using Adobe Connect allowed the use of multiple templates, generally impact the rate of student active participation in e-learning activities.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Virtual Classroom Template on the Development of Cognitive Skills, Infographic Production Quality and Usability

Nasralden¹,

El-sherbeny²

2019

IJRE

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This study aims at pointing out the impact of "lobby mode" versus that of "analytical mode" on developing cognitive skills, quality of production and usability of the model system; all through using Adobe Connect. An achievement was developed and it consisted of 20 lexicon to measure the cognitive skills of instructional infographic design. In addition, an assessment card has been used to assess the final production in terms of quality. The card is composed of 44 texts designed to measure the quality of infographic. Besides, a measuring scale has been founded, that is composed of 55 phrases distributed among five areas; thus to measure the usability of using the virtual classroom module. The study focus groups were randomly selected of the students of Educational Technology Program, specifically, second semester of an academic year 2016/2017. Forty students have been selected and divided into two experimental groups. In terms of usability, results of the study showed up that the analytical model has been proven better than the lobby one in managing a virtual classroom using adobe connect system; whereas same results highlighted a no statistically documented difference between both models in terms of cognitive skills related to instructional infographic design together with level a d quality of production.

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Effectiveness of virtual classroom training in improving the knowledge and key maternal neonatal health skills of general nurse midwifery students in Bihar, India: A pre- and post-intervention study

Abstract: Virtual classroom training was found to be effective in improving knowledge and key MNH skills of GNM students in Bihar, India.

Cited by 38 publications

References 6 publications

Investigation of blended learning video resources to teach health students clinical skills: An integrative review

Investigation of blended learning video resources to teach health students clinical skills: An integrative review

The knowledge retention after continuing health education among midwives in Indonesia

The Impact of Virtual Classroom Template on the Development of Cognitive Skills, Infographic Production Quality and Usability

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