Measuring perceived learning gains of undergraduate nursing students in ICT skills: One group pre-test and post-test design.

IF 1.2 4区医学 Q3 NURSING

Contemporary Nurse Pub Date : 2023-04-01 DOI:10.1080/10376178.2023.2230309

Alexis Harerimana, Sinegugu Evidence Duma, Ntombifikile Gloria Mtshali

{"title":"Measuring perceived learning gains of undergraduate nursing students in ICT skills: One group pre-test and post-test design.","authors":"Alexis Harerimana, Sinegugu Evidence Duma, Ntombifikile Gloria Mtshali","doi":"10.1080/10376178.2023.2230309","DOIUrl":null,"url":null,"abstract":"Purpose: This study aimed to measure learning gains during an ICT training intervention in first-year students completing a four-year undergraduate nursing degree.Methodology: This study adopted a quasi-experimental, one group pre-test and post-test design. The intervention effectiveness was measured using individual single-student normalised gains, g; class average normalised gain, 〈g〉; and average single-student normalised gain, g(ave).Results: In this study, the class average normalised gains, 〈g〉 ranged from 34.4% to 58.2%, and the average of single student normalised gains, g(ave) ranged from 32.4% to 50.7%. The overall class average normalised gain 〈g〉 was 44.8%, and the average of the single student normalised gain was 44.5%, with 68% of students having a normalised gain of 30% and above, indicating that the intervention was effective.Conclusion: Similar interventions and measurements are recommended to all health professional students during their first academic year to pave a foundation for ICT usage for academic purposes.","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Contemporary Nurse","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1080/10376178.2023.2230309","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"NURSING","Score":null,"Total":0}

引用次数: 0

Abstract

Purpose: This study aimed to measure learning gains during an ICT training intervention in first-year students completing a four-year undergraduate nursing degree.Methodology: This study adopted a quasi-experimental, one group pre-test and post-test design. The intervention effectiveness was measured using individual single-student normalised gains, g; class average normalised gain, 〈g〉; and average single-student normalised gain, g(ave).Results: In this study, the class average normalised gains, 〈g〉 ranged from 34.4% to 58.2%, and the average of single student normalised gains, g(ave) ranged from 32.4% to 50.7%. The overall class average normalised gain 〈g〉 was 44.8%, and the average of the single student normalised gain was 44.5%, with 68% of students having a normalised gain of 30% and above, indicating that the intervention was effective.Conclusion: Similar interventions and measurements are recommended to all health professional students during their first academic year to pave a foundation for ICT usage for academic purposes.

查看原文本刊更多论文

测量本科护理学生ICT技能的感知学习收益:一组前测和后测设计。

目的:本研究旨在衡量完成四年制本科护理学位的一年级学生在ICT培训干预期间的学习收益。方法:本研究采用准实验、一组前测和后测设计。干预效果是用单个学生的标准化收益g来衡量的;类平均归一化增益，< g >;单个学生的平均标准化增益g(ave)。结果:班级平均归一化收益< g >范围为34.4% ~ 58.2%，单个学生平均归一化收益g(ave)范围为32.4% ~ 50.7%。全班平均归一化收益< g >为44.8%，单个学生的平均归一化收益为44.5%，68%的学生的归一化收益为30%及以上，表明干预是有效的。结论:建议所有卫生专业学生在第一学年采取类似的干预措施和措施，为为学术目的使用信息通信技术奠定基础。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Contemporary Nurse 医学-护理

CiteScore

2.00

自引率

6.20%

发文量

审稿时长

6-12 weeks

期刊介绍： Contemporary Nurse is an international peer-reviewed journal designed to increase nursing skills, knowledge and communication, assist in professional development and to enhance educational standards by publishing stimulating, informative and useful articles on a range of issues influencing professional nursing research, teaching and practice. Contemporary Nurse is a forum for nursing educators, researchers and professionals who require high-quality, peer-reviewed research on emerging research fronts, perspectives and protocols, community and family health, cross-cultural research, recruitment, retention, education, training and practitioner perspectives. Contemporary Nurse publishes original research articles, reviews and discussion papers.