Effects of competitive computer-assisted learning versus conventional teaching methods on the acquisition and retention of knowledge in medical surgical nursing students
This paper presents a novel approach of computer-assisted learning for nursing education in university undergraduate courses. The most innovative aspect of the proposal is the design of nursing assignments as on-line competitions. The effects of competitive e-learning versus conventional teaching me...
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| Veröffentlicht in: | Nurse education today 2011-11, Vol.31 (8), p.866-871 |
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| creator | Fernández Alemán, José Luis Carrillo de Gea, Juan Manuel Rodríguez Mondéjar, Juan José |
| description | This paper presents a novel approach of computer-assisted learning for nursing education in university undergraduate courses.
The most innovative aspect of the proposal is the design of nursing assignments as on-line competitions. The effects of competitive e-learning versus conventional teaching methods on the acquisition and retention of knowledge were compared in a course on medical–surgical nursing.
A total of 116 students of mixed gender, age, computer experience and educational background in a second-year course on medical–surgical nursing participated in the study. Data were collected from nursing students at four time points. The on-line activities were carried out using a web-based automatic evaluation system.
The study revealed that the competitive e-learning method produced significant cognitive gains for the experimental group students in the immediate follow-up test. Nevertheless, both teaching methods resulted in similar knowledge retention in the 10-week follow-up test.
Significant benefits were found following our approach. The work of the students could be evaluated along the course, the workload of instructors was reduced and students received immediate feedback by the on-line judge, which promoted both independent learning and reflective thinking. The approach is applicable to any other nursing educational institution. |
| doi_str_mv | 10.1016/j.nedt.2010.12.026 |
| format | Article |
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The most innovative aspect of the proposal is the design of nursing assignments as on-line competitions. The effects of competitive e-learning versus conventional teaching methods on the acquisition and retention of knowledge were compared in a course on medical–surgical nursing.
A total of 116 students of mixed gender, age, computer experience and educational background in a second-year course on medical–surgical nursing participated in the study. Data were collected from nursing students at four time points. The on-line activities were carried out using a web-based automatic evaluation system.
The study revealed that the competitive e-learning method produced significant cognitive gains for the experimental group students in the immediate follow-up test. Nevertheless, both teaching methods resulted in similar knowledge retention in the 10-week follow-up test.
Significant benefits were found following our approach. The work of the students could be evaluated along the course, the workload of instructors was reduced and students received immediate feedback by the on-line judge, which promoted both independent learning and reflective thinking. The approach is applicable to any other nursing educational institution.</description><identifier>ISSN: 0260-6917</identifier><identifier>EISSN: 1532-2793</identifier><identifier>DOI: 10.1016/j.nedt.2010.12.026</identifier><identifier>PMID: 21255880</identifier><language>eng</language><publisher>Scotland: Elsevier Ltd</publisher><subject>Adult ; CAI ; Clinical Competence ; College students ; Computer assisted instruction ; Computer-Assisted Instruction - methods ; Computer-assisted learning ; Computers ; Education, Nursing, Baccalaureate - methods ; Educational Background ; Electronic Learning ; Experimental Groups ; Female ; Follow-Up Studies ; Humans ; Independent Study ; Internet ; Learning ; Male ; Medical–surgical nursing ; Middle Aged ; Nurse education ; Nursing education ; Nursing Education Research ; Nursing Evaluation Research ; Nursing Methodology Research ; Nursing Students ; Perioperative Nursing - education ; Retention (Psychology) ; Students, Nursing - psychology ; Surgery ; Teaching methods ; Young Adult</subject><ispartof>Nurse education today, 2011-11, Vol.31 (8), p.866-871</ispartof><rights>2011 Elsevier Ltd</rights><rights>Copyright © 2011 Elsevier Ltd. All rights reserved.</rights><rights>Copyright Elsevier Science Ltd. Nov 2011</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c449t-f122cf8839d85f8efb9cbb2439208c2e43fd82fd97be0ad47f55d3a756e25b153</citedby><cites>FETCH-LOGICAL-c449t-f122cf8839d85f8efb9cbb2439208c2e43fd82fd97be0ad47f55d3a756e25b153</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://dx.doi.org/10.1016/j.nedt.2010.12.026$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,780,784,3550,27924,27925,30999,45995</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/21255880$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Fernández Alemán, José Luis</creatorcontrib><creatorcontrib>Carrillo de Gea, Juan Manuel</creatorcontrib><creatorcontrib>Rodríguez Mondéjar, Juan José</creatorcontrib><title>Effects of competitive computer-assisted learning versus conventional teaching methods on the acquisition and retention of knowledge in medical surgical nursing students</title><title>Nurse education today</title><addtitle>Nurse Educ Today</addtitle><description>This paper presents a novel approach of computer-assisted learning for nursing education in university undergraduate courses.
The most innovative aspect of the proposal is the design of nursing assignments as on-line competitions. The effects of competitive e-learning versus conventional teaching methods on the acquisition and retention of knowledge were compared in a course on medical–surgical nursing.
A total of 116 students of mixed gender, age, computer experience and educational background in a second-year course on medical–surgical nursing participated in the study. Data were collected from nursing students at four time points. The on-line activities were carried out using a web-based automatic evaluation system.
The study revealed that the competitive e-learning method produced significant cognitive gains for the experimental group students in the immediate follow-up test. Nevertheless, both teaching methods resulted in similar knowledge retention in the 10-week follow-up test.
Significant benefits were found following our approach. The work of the students could be evaluated along the course, the workload of instructors was reduced and students received immediate feedback by the on-line judge, which promoted both independent learning and reflective thinking. The approach is applicable to any other nursing educational institution.</description><subject>Adult</subject><subject>CAI</subject><subject>Clinical Competence</subject><subject>College students</subject><subject>Computer assisted instruction</subject><subject>Computer-Assisted Instruction - methods</subject><subject>Computer-assisted learning</subject><subject>Computers</subject><subject>Education, Nursing, Baccalaureate - methods</subject><subject>Educational Background</subject><subject>Electronic Learning</subject><subject>Experimental Groups</subject><subject>Female</subject><subject>Follow-Up Studies</subject><subject>Humans</subject><subject>Independent Study</subject><subject>Internet</subject><subject>Learning</subject><subject>Male</subject><subject>Medical–surgical nursing</subject><subject>Middle Aged</subject><subject>Nurse education</subject><subject>Nursing education</subject><subject>Nursing Education Research</subject><subject>Nursing Evaluation Research</subject><subject>Nursing Methodology Research</subject><subject>Nursing Students</subject><subject>Perioperative Nursing - education</subject><subject>Retention (Psychology)</subject><subject>Students, Nursing - psychology</subject><subject>Surgery</subject><subject>Teaching methods</subject><subject>Young Adult</subject><issn>0260-6917</issn><issn>1532-2793</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2011</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp9kUFv1DAQhS0EotvCH-CAIk5csjiTZONIXFBVClIlLnC2HHu86yVrbz32In4S_xKnWzhw4OTR-HtvpPcYe9XwdcObzbv92qNJa-DLAtYcNk_YqulbqGEY26dsVTa83ozNcMEuifacczFA-5xdQAN9LwRfsV831qJOVAVb6XA4YnLJnfBhzgljrYgcJTTVjCp657fVCSNlKoQ_oU8ueDVXCZXeLZ8HTLtgip2v0g4rpe-zI7dQlfKmipjOmuXedx9-zGi2WDlfhMbp4kQ5bh8GnyMtjpSyKRp6wZ5ZNRO-fHyv2LePN1-vP9V3X24_X3-4q3XXjam2DYC2QrSjEb0VaKdRTxN07QhcaMCutUaANeMwIVemG2zfm1YN_Qahn0p6V-zt2fcYw31GSvLgSOM8K48hk2w4dMBHLqCgb_5B9yHHkgfJkXd9uxGtKBCcIR0DUUQrj9EdVPxZnOTSo9zLpUe59CgbkKW1Inr96JynksxfyZ_iCvD-DGCJ4uQwStIOvS4pxtKnNMH9z_839GOzzA</recordid><startdate>20111101</startdate><enddate>20111101</enddate><creator>Fernández Alemán, José Luis</creator><creator>Carrillo de Gea, Juan Manuel</creator><creator>Rodríguez Mondéjar, Juan José</creator><general>Elsevier Ltd</general><general>Elsevier Science Ltd</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>ASE</scope><scope>FPQ</scope><scope>K6X</scope><scope>NAPCQ</scope></search><sort><creationdate>20111101</creationdate><title>Effects of competitive computer-assisted learning versus conventional teaching methods on the acquisition and retention of knowledge in medical surgical nursing students</title><author>Fernández Alemán, José Luis ; Carrillo de Gea, Juan Manuel ; Rodríguez Mondéjar, Juan José</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c449t-f122cf8839d85f8efb9cbb2439208c2e43fd82fd97be0ad47f55d3a756e25b153</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2011</creationdate><topic>Adult</topic><topic>CAI</topic><topic>Clinical Competence</topic><topic>College students</topic><topic>Computer assisted instruction</topic><topic>Computer-Assisted Instruction - methods</topic><topic>Computer-assisted learning</topic><topic>Computers</topic><topic>Education, Nursing, Baccalaureate - methods</topic><topic>Educational Background</topic><topic>Electronic Learning</topic><topic>Experimental Groups</topic><topic>Female</topic><topic>Follow-Up Studies</topic><topic>Humans</topic><topic>Independent Study</topic><topic>Internet</topic><topic>Learning</topic><topic>Male</topic><topic>Medical–surgical nursing</topic><topic>Middle Aged</topic><topic>Nurse education</topic><topic>Nursing education</topic><topic>Nursing Education Research</topic><topic>Nursing Evaluation Research</topic><topic>Nursing Methodology Research</topic><topic>Nursing Students</topic><topic>Perioperative Nursing - education</topic><topic>Retention (Psychology)</topic><topic>Students, Nursing - psychology</topic><topic>Surgery</topic><topic>Teaching methods</topic><topic>Young Adult</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Fernández Alemán, José Luis</creatorcontrib><creatorcontrib>Carrillo de Gea, Juan Manuel</creatorcontrib><creatorcontrib>Rodríguez Mondéjar, Juan José</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>British Nursing Index</collection><collection>British Nursing Index (BNI) (1985 to Present)</collection><collection>British Nursing Index</collection><collection>Nursing & Allied Health Premium</collection><jtitle>Nurse education today</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Fernández Alemán, José Luis</au><au>Carrillo de Gea, Juan Manuel</au><au>Rodríguez Mondéjar, Juan José</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Effects of competitive computer-assisted learning versus conventional teaching methods on the acquisition and retention of knowledge in medical surgical nursing students</atitle><jtitle>Nurse education today</jtitle><addtitle>Nurse Educ Today</addtitle><date>2011-11-01</date><risdate>2011</risdate><volume>31</volume><issue>8</issue><spage>866</spage><epage>871</epage><pages>866-871</pages><issn>0260-6917</issn><eissn>1532-2793</eissn><abstract>This paper presents a novel approach of computer-assisted learning for nursing education in university undergraduate courses.
The most innovative aspect of the proposal is the design of nursing assignments as on-line competitions. The effects of competitive e-learning versus conventional teaching methods on the acquisition and retention of knowledge were compared in a course on medical–surgical nursing.
A total of 116 students of mixed gender, age, computer experience and educational background in a second-year course on medical–surgical nursing participated in the study. Data were collected from nursing students at four time points. The on-line activities were carried out using a web-based automatic evaluation system.
The study revealed that the competitive e-learning method produced significant cognitive gains for the experimental group students in the immediate follow-up test. Nevertheless, both teaching methods resulted in similar knowledge retention in the 10-week follow-up test.
Significant benefits were found following our approach. The work of the students could be evaluated along the course, the workload of instructors was reduced and students received immediate feedback by the on-line judge, which promoted both independent learning and reflective thinking. The approach is applicable to any other nursing educational institution.</abstract><cop>Scotland</cop><pub>Elsevier Ltd</pub><pmid>21255880</pmid><doi>10.1016/j.nedt.2010.12.026</doi><tpages>6</tpages></addata></record> |
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| ispartof | Nurse education today, 2011-11, Vol.31 (8), p.866-871 |
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| subjects | Adult CAI Clinical Competence College students Computer assisted instruction Computer-Assisted Instruction - methods Computer-assisted learning Computers Education, Nursing, Baccalaureate - methods Educational Background Electronic Learning Experimental Groups Female Follow-Up Studies Humans Independent Study Internet Learning Male Medical–surgical nursing Middle Aged Nurse education Nursing education Nursing Education Research Nursing Evaluation Research Nursing Methodology Research Nursing Students Perioperative Nursing - education Retention (Psychology) Students, Nursing - psychology Surgery Teaching methods Young Adult |
| title | Effects of competitive computer-assisted learning versus conventional teaching methods on the acquisition and retention of knowledge in medical surgical nursing students |
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