Online learning versus simulation for teaching principles of mechanical ventilation to nurse practitioner students.
Patient simulation is increasingly used in the education of healthcare providers, yet few studies have compared simulation to other teaching modalities. The purpose of this study was to determine differences in knowledge acquisition and student satisfaction between two methods of teaching the principles of mechanical ventilation to advanced practice nursing (APN) students: high-fidelity patient simulation (including face-to-face instruction) versus an online, narrated PowerPoint presentation. Twenty APN students were randomized to either the simulation or online teaching method in this pre/posttest study. Measures included a 12-item knowledge questionnaire and a 5-item satisfaction survey. Both groups had significant improvement in knowledge scores from pretest to posttest, but knowledge scores were not significantly different at posttest between groups. Student satisfaction with their learning method was significantly higher in the simulation group. Students choosing to participate in the alternative teaching method after study completion preferred the simulation to the online method.
Corbridge
Susan J
SJ
University of Illinois at Chicago, Chicago, IL, USA. sjsmith@uic.edu
Robinson
F Patrick
FP
Tiffen
Jennifer
J
Corbridge
Thomas C
TC
D000328:Adult; D003194:Computer-Assisted Instruction / Q000379:methods*; D004511:Education, Nursing, Graduate / Q000379:methods*; D004521:Educational Measurement; D005260:Female; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D020407:Internet / Q000458:organization & administration*; D008297:Male; D008875:Middle Aged; D009722:Nurse Practitioners / Q000193:education*; D015402:Nursing Education Research; D015397:Program Evaluation; D012121:Respiration, Artificial / Q000379:methods* / Q000451:nursing; D013338:Students, Nursing / Q000523:psychology