Effect of a web-based teaching program designed on moodle on psychopharmacology for b.sc. nursing students

Mohit Sharma, S. Arora, V. Thada, JH Naveena
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Abstract

Introduction: The dynamic use of Internet facilities has shifted the teaching-learning process from traditional classroom teaching to the virtual learning environment. Aim: This quasi-experimental study was done to assess the effectiveness of a web-based teaching program designed on Moodle on “Psychopharmacology” for B. Sc. Nursing students. Settings and Design: Nonequivalent control group pretest posttest experimental design was used. A total of 90 nursing students were selected with total enumerative sampling from Amity College of Nursing, Haryana and Galgotias School of Nursing, Greater Noida. Subjects and Methods: A structured knowledge questionnaire was used to assess the knowledge of students regarding psychopharmacology. Group I, i.e., the experimental group received a web-based teaching program and Group II, i.e., control group received conventional teaching. Structured opinionnaire was used to assess the students' acceptance toward web-based teaching program. Results: The post mean knowledge score of students in experimental group (24.80 and 23.83 on day 11 and 21) and conventional teaching program (24.4 and 24.1 on day 11 and 21) was higher than their pre intervention knowledge scores in Group I (15.89) and Group II (15.25). Thus, both web-based teaching program and conventional teaching were found equally effective at statistically significant at P < 0.001. More than half of the students (54.31%) strongly agreed that web-based teaching program design on Moodle regarding psychopharmacology was acceptable. Conclusions: Thus, both methods of teaching were found effective in proving education to students.
基于moodle的护理本科学生精神药理学网络教学方案的效果分析
网络设备的动态使用将教学过程从传统的课堂教学转变为虚拟学习环境。目的:本研究旨在评估基于Moodle的护理学学士《精神药理学》网络教学方案的有效性。设置与设计:采用非等效对照组前测后测实验设计。从哈里亚纳邦Amity护理学院和大诺伊达galgotas护理学院共抽取90名护理专业学生。对象与方法:采用结构化知识问卷对学生的精神药理学知识进行测评。第一组即实验组采用网络教学方案,第二组即对照组采用常规教学。采用结构化的意见调查来评估学生对网络教学计划的接受程度。结果:实验组学生的后平均知识得分(第11、21天分别为24.80分和23.83分)和常规教学方案组学生的后平均知识得分(第11、21天分别为24.4分和24.1分)均高于干预前组学生的知识得分(15.89分)和组学生的干预前知识得分(15.25分)。因此,网络教学计划和传统教学发现同样有效,P < 0.001。超过一半的学生(54.31%)强烈同意在Moodle上设计基于网络的精神药理学教学方案是可以接受的。结论:两种教学方法都能有效地向学生证明教育。
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