Evaluation of a web-based graduate continuing nursing education program in Japan: A randomized controlled trial

Horiuchi, Shigeko; Yaju, Yukari; Koyo, Miki; Sakyo, Yumi; Nakayama, Kazuhiro

doi:10.1016/j.nedt.2008.08.009

Cited by 78 publications

(107 citation statements)

References 11 publications

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“…Given the dearth of active-controlled non-inferiority studies in pharmacy education, effect size differences and standard deviations were based on previous studies in pediatric and nursing education. 12,13 Assuming a follow-up rate of 90%, it was determined that 73 pharmacists were required to participate. no insulin as patient is NPO *For publication purposes, definitions are provided here for the abbreviations used in this table.…”

Section: Methodsmentioning

confidence: 99%

“…The post-module questionnaire included questions to assess participants' satisfaction with aspects such as convenience, expectations, information, and interest in further sessions (graded on a Likert scale), as recommended by other studies. 1,12,16 The follow-up knowledge assessment used the same questionnaire as the post-module knowledge assessment.…”

Section: Knowledge Assessment Designmentioning

confidence: 99%

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Online versus Live Delivery of Education to Pharmacists in a Large Multicentre Health Region: A Non-inferiority Assessment of Learning Outcomes

Taylor

Jung²,

Loewen

et al. 2013

CJHP

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Section: Methodsmentioning

confidence: 99%

Section: Knowledge Assessment Designmentioning

confidence: 99%

Online versus Live Delivery of Education to Pharmacists in a Large Multicentre Health Region: A Non-inferiority Assessment of Learning Outcomes

Taylor

Jung²,

Loewen

et al. 2013

CJHP

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“…Nurse educators have recognized the need to integrate e-learning technology into nursing education [1] . E-learning is endorsed as a tool for developing the 21 st century skills among nurses required to function effectively in the knowledge economy [2,3] .…”

mentioning

confidence: 99%

Exploring e-learning among nurse educators in undergraduate nursing

D’Souza

Karkada

Castro

2014

JNEP

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Background: Nurse educators' use blended learning pedagogy to support student centered learning in undergraduate curriculum. E-learning technology has been used to engage students in conceptual and experiential opportunities in higher education. Objective:The objective of the study was to explore the perceptions of use and satisfaction of e-learning (Moodle) among nurse educators in an undergraduate nursing curriculum. Methods:A cross-sectional research design was used among 50 nurse educators in undergraduate nursing in February 2010. Ethical approval was sought from the College ethics committee. A validated and reliable self-administered Faculty Satisfaction Survey was used to collect data. Inferential statistics was used to analyze the data.Results: Nurse educator's perceptions were divergent, acknowledging the benefits of moodle, while some of them expressed concerns regarding over-time, limited resources, increased workload, and poor technical support. Some of the nurse educators exhibited positive attitudes towards the pedagogical value of moodle in engaging students, while some lacked the confidence to embark on developing courses using moodle. Conclusion:The study showed a rising awareness of the use of e-learning among nurse educators and moderate satisfaction as a blending learning approach. Implication: Nurse educators may need to incorporate moodle in the teaching-learning at a self-directed pace, using flexibility and convenience for higher learning approaches.

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“…There were 2 studies from Asia with the first [101], being conducted amongst medical graduates or postgraduates in Lucknow, India and the second, [102] with nurses from the Tokyo Japan Nursing…”

Section: Settingsmentioning

confidence: 99%

“…Horiuchi et al, [102] used a two-group design with web-based learning versus face-to-face lectures to teach the principles of evidence based medicine/nursing (EBM/N) to nurses and midwives. Once accepted into the study all participants were provided with a basic knowledge pre-test for completion (paper based) which had to be emailed back to the study coordinators within one week of receipt.…”

Section: Populationsmentioning

confidence: 99%

A systematic review to compare the effectiveness of face-to-face versus online (including blended learning) delivery of CME/CPD for healthcare practitioners (HCPs)

Sullivan¹

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i A systematic review to compare the effectiveness of face-to-face versus online (including blended learning) delivery of CME/CPD for healthcare practitioners (HCPs). Lisa Gaye Sullivan BBus-Marketing A thesis submitted for the degree of Master of Philosophy at The University of Queensland in 2017Medicine Faculty ii Abstract Objectives: With the ever increasing use of online learning, a systemic review of randomized clinical trials from January 2000 to October 2014 was conducted to investigate the effectiveness of education delivery for CME/CPD between face-to-face and online (including blended) learning modalities in healthcare practitioners (HCPs).Settings: Thirteen studies fit the inclusion criteria and of these four were from North America, two from Iran, two from Asia, four from Europe and one from Australia.Populations varied with five of the studies being conducted amongst primary care physicians (GPs), one with occupational physicians, five with nurses, one with allied health including physiotherapists, occupational therapists and exercise physiologists and one with a mixture of scientists and physicians.Interventions: The interventions used across the studies varied with eleven of the studies comparing face-to-face with online learning, and only two studies comparing blended with face-to-face learning. There were no studies comparing blended with online learning only.Outcomes Measures: The predominant outcomes measured by ten of the thirteen studies focused on knowledge gain and skills with eight of these also reviewing acceptability and satisfaction with the course. Knowledge gain was mostly assessed through pre and post-testing of knowledge immediately before and immediately post-intervention although several of the studies did include additional post-testing at two weeks, three months and six months.Only one study assessed preference for learning styles for future CME activities and found that all those in the web-based group (100%) and 97% of the face-to-face group wanted to stay with the same learning medium as they had experienced in the intervention.Results: Of the eleven studies comparing online with face-to-face education, all found similar and usually lasting improvements in knowledge gain from baseline with both groups suggesting that online learning was comparable or at least as effective as onsite or face-to-face training. Increased knowledge, attitudes (perception of confidence) or change in practice were found in three of the studies [1-3] with another two assessing disease detection, diagnosis and management or concordance with guidelines.iii Discussion: Although numerous studies have been conducted comparing the effectiveness of online learning or the effectiveness of face-to-face learning in CME/CPD delivery for HCPs, it appears this is the first review that has looked specifically at studies comparing the two modalities.Conclusions: Further comparative research of the different delivery modalities is required. Any new studies should include those elements known to be effective in CME ...

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Evaluation of a web-based graduate continuing nursing education program in Japan: A randomized controlled trial

Cited by 78 publications

References 11 publications

Online versus Live Delivery of Education to Pharmacists in a Large Multicentre Health Region: A Non-inferiority Assessment of Learning Outcomes

Online versus Live Delivery of Education to Pharmacists in a Large Multicentre Health Region: A Non-inferiority Assessment of Learning Outcomes

Exploring e-learning among nurse educators in undergraduate nursing

A systematic review to compare the effectiveness of face-to-face versus online (including blended learning) delivery of CME/CPD for healthcare practitioners (HCPs)

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