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n Health SA Gesondheid - Evaluation of a computer-based teaching programme (CBTP) developed for student nurses in an oncology clinical setting : research

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Abstract

'n Rekenaargebaseerde onderrigprogram (RGOP) is na 'n omvattende literatuurstudie oor leer, leerteorieë, -style en benaderings, tradisionele-, studentgesentreerde- en onderrig deur hipermedia, en rekenaargebaseerde onderrig ontwikkel, met die doel om 'n onderrigbenadering te implementeer waar studentverpleegkundiges die geleentheid gegun word om verantwoordelikheid vir leer te aanvaar, leerbehoeftes te identifiseer en 'n diep benadering tot leer te volg. Kriteria wat tydens die ontwikkeling van die RGOP in ag geneem is, is onder drie kategorieë, naamlik onderrigeffektiwiteit, kosmetiese-, program- en kurrikulumdoeltreffendheid geklassifiseer en uiteindelik gebruik om 'n evalueringsinstrument saam te stel. Die evalueringsinstrument het ook die volgende hoof- en subkriteria ingesluit (sien Tabel 1) : Onderrigeffektiwiteit : Ontwerp, Prosedure, Effektiwiteit, Duidelikheid, Kosmetiese doeltreffendheid : Voorkoms, Duidelikheid, Program doeltreffendheid : Ontwerp, Kurrikulum doeltreffendheid : Ontwerp en inhoud. Nadat die RGOP vir 'n tydperk van twee maande of 'n maksimum van ses ure deur respondente wat aan die navorsing deelgeneem het gebruik is, is dit deur hulle aan die hand van die instrument geëvalueer. Die navorsing is in twee situasies, naamlik in die verpleegpraktyk (twee maande), waar minder beheer oor die respondente se benutting van die RGOP moontlik was, en ook in 'n multimediarekenaarsentrum (MMS) (ses ure), geloods. 'n Vergelyking word getref tussen die resultate van die groep in die praktyk (n=40) en dié van 'n groep wat in 'n multimediarekenaarsentrum (MMS groep) (n=20) in gekontroleerde omstandighede op dieselfde program gewerk het. Om vas te stel of daar 'n statisties betekenisvolle verskil tussen die twee groepe se persentasie (binne elke afdeling van die instrument behaal) bestaan, is daar dus van die nie-parametriese Mann-Whitney toets en 95% nie-parametriese vertrouensintervalle gebruik gemaak. 'n Statisties betekenisvolle verskil tussen die groepe word aangedui deur p < 0.5 en die vertrouensinterval wat die waarde 0 uitsluit. Die mediaanverskil tussen die praktyk en MMS groep is as volg: Ten opsigte van onderrigeffektiwiteit (duidelikheid) was die mediaan vir beide groepe 100%. Die mediane van beide groepe, het ten opsigte van al die kategorieë baie min verskil en het tussen 81.67% en 100% gewissel.

A computer-based teaching programme (CBTP) was developed after a comprehensive review of the literature with regard to learning, learning theories, traditional and student-centred styles and approaches, teaching through hypermedia and computer-based teaching. The aim was to implement a teaching approach whereby student nurses would be given the opportunity to accept responsibility for learning, to identify learning needs and to follow a deep approach to learning. The criteria taken into account in the development of the CBTP were classified into three categories, namely teaching effectiveness, cosmetic, programme and curriculum effectiveness and were eventually used to compile an evaluation instrument. The evaluation instrument also included the following main and subcriteria (see Table 1) : Teaching effectiveness : Design, Procedure, Effectiveness, Clarity, Cosmetic effectiveness : Appearance, Clarity Programme effectiveness : Design Curriculum effectiveness : Design and content After the CBTP had been used for a period of two months or a maximum of six hours by the respondents who took part in the research, the respondents evaluated the programme with the aid of the instrument.The research was carried out in two situations, i.e. in nursing practice (two months), where less control of the respondents' utilisation of the CBTP was possible, and in a multimedia computer centre (MMC) (six hours). A comparison was made between the results of the group in practice (n=40) and those of a group who worked on the same programme under controlled circumstances in a multimedia computer centre (MMC) (n=20). To ascertain whether there was a statistically significant difference between the percentages of the two groups within each section of the instrument, the non-parametric Mann-Whitney test and 95% non-parametric confidence intervals were used. A statistically significant difference between the groups is indicated by p<0.5 and the confidence interval that excludes the value 0. The median difference between the practice group and the MMC group was as follows: As regards teaching effectiveness (clarity) the median for both groups was 100%. There was very little difference between the medians of both groups in all the categories. It varied between 81.67% and 100%.

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/content/health/7/4/EJC35238
2002-12-01
2016-12-07
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