Retention of Baseline Electrocardiographic Knowledge After a Blended-Learning Course

2016 ◽  
Vol 25 (1) ◽  
pp. 61-67 ◽  
Author(s):  
Carol Ann Brooks ◽  
Nancy Kanyok ◽  
Colin O’Rourke ◽  
Nancy M. Albert
Keyword(s):  
Blended Learning ◽  
Test Scores ◽  
Mean Difference ◽  
Therapeutic Interventions ◽  
Work Characteristics ◽  
Self Assessment ◽  
Skill Retention ◽  
Work Retention ◽  
Electrocardiographic Intervals

Background Among nurses, skill retention after an electrocardiography blended-learning course is unknown. Objectives To compare 3- and 8-week electrocardiography test scores, compare scores by nurse and work characteristics and self-assessed electrocardiographic competence, and compare 1-year work retention with 3- and 8-week scores and change in scores from week 3 to week 8. Methods Data were collected on demographics, comfort with electrocardiography expectations, electrocardiography competence levels, and 1-year work retention. Correlational and comparative statistics were used in analyses. Results Of 69 nurses, 58% were somewhat comfortable with interventions for abnormal rhythms. Test scores were higher at 3 weeks than at 8 weeks: mean difference, 26%; P < .001. Scores at 8 weeks reflected intermediate skill retention and were not associated with nurse characteristics, electrocardiography background, comfort with rhythms and measurements, or 1-year work retention. Nurses with greater comfort for intervening when rhythm abnormalities occurred had higher median 8-week scores (P = .01) than did nurses with less comfort, and perceptions of electrocardiographic competence were associated with 8-week scores (r = 0.28; P = .02). Reduction in scores at 8 weeks was less severe in nurses with greater comfort at 3 weeks in measuring electrocardiographic intervals (P = .008) and applying therapeutic interventions (P = .009). Conclusions Skill retention and competence in electrocardiographic interpretation were intermediate and correlated with baseline self-assessment. Electrocardiographic interpretation, measurement, and interventions should be reinforced at the bedside.

scholarly journals Blended Learning on Blood Pressure Measurement: Investigating Two In-Class Strategies in a Flipped Classroom-Like Setting to Teach Pharmacy Students Blood Pressure Measurement Skills

Healthcare ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 822
Author(s):  
Samieh Farahani ◽  
Imaneh Farahani ◽  
Maira Anna Deters ◽  
Holger Schwender ◽  
Bjoern Bengt Burckhardt ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Blended Learning ◽  
Pressure Measurement ◽  
Flipped Classroom ◽  
Blood Pressure Measurement ◽  
Pharmacy Students ◽  
Learning Approach ◽  
Self Assessment ◽  
Class Session ◽  
Self Confidence

For reliable blood pressure measurement, various potential sources of inaccuracies need to be considered to avoid incorrect decision-making. Pharmacy students should be sensitized and taught the skill accordingly. One strategy to teach students’ blood pressure measurement skills might be through a blended learning approach in a flipped classroom-like setting. With a randomized two-arm study among pharmacy students in their eighth semester, the required extent of in-class session in the scope of a blended learning approach in a flipped classroom-like setting was evaluated. Participants’ self-confidence and self-perceived proficiency were evaluated through a survey, and participants’ blood pressure measurement performance was assessed by objective structured clinical examination (OSCE). Participants’ satisfaction with, and perception of, the flipped classroom were also surveyed. The extended in-class activities did not result in a significantly higher increase of participants’ OSCE score and self-assessment score when compared to the brief in-class session. Both in-class sessions yielded a significant increase in the OSCE scores as well as in the self-assessment scores. Moreover, the teaching approaches were predominantly well-received by the students. The use of both flipped classroom-like approaches improved pharmacy students’ blood pressure measurement performance, though the brief in-class session was sufficient. Students’ self-confidence/self-perceived proficiency in blood pressure measurement skills increased similarly in both settings.

scholarly journals A Meta-Analysis of the Efficacy of Hyaluronic Acid Eye Drops for the Treatment of Dry Eye Syndrome

2021 ◽  
Vol 18 (5) ◽  
pp. 2383
Author(s):  
Yun-Jung Yang ◽  
Won-Young Lee ◽  
Young-jin Kim ◽  
Yeon-pyo Hong
Keyword(s):  
Hyaluronic Acid ◽  
Confidence Interval ◽  
Dry Eye ◽  
Test Scores ◽  
Meta Analysis ◽  
Mean Difference ◽  
Dry Eye Syndrome ◽  
Eye Drops ◽  
Cochrane Central Register ◽  
Standard Mean Difference

Hyaluronic acid (HA) is commonly used for treating dry eye syndrome (DES). This meta-analysis was performed to compare the efficacies of HA- and non-HA-based eye drops, including saline and conventional artificial tears (ATs), for the treatment of dry eye disease. Eight databases (PubMed, EMBASE, Cochrane Central Register of Controlled Trials, DBpia, KoreaMed, KMBASE, RISS, KISS) were searched for studies comparing the efficacies of HA- and non-HA-based ATs in patients with DES published up to September 2020. Two independent reviewers assessed the quality and extracted the relevant data. The mean differences of Schirmer’s (SH) test scores, tear breakup times (TBUT), corneal fluorescein staining scores (Oxford scale, 0–4), and ocular surface disease indexes were calculated. The standard mean difference and 95% confidence interval were calculated using a random effect model. Nineteen studies, including 2078 cases, were included. HA eye drops significantly improved tear production compared with non-HA-based eye drops (standard mean difference (SMD) 0.18; 95% confidence interval (CI) 0.03, 0.33). In a subgroup analysis, the SH test scores and TBUT values after using HA significantly increased compared to those measured after using saline (SMD 0.27; 95% CI 0.05, 0.49 and SMD 0.28; 95% CI 0.03, 0.52, respectively). Based on these results, HA eye drops may be superior to non-HA eye drops including normal saline and ATs. Further research is needed to assess the efficacies stratified by age, treatment duration, the severity of dry eye, and optimal dosages.

scholarly journals The Effectiveness of Blended Learning in Improving Students’ Workplace Communication Skills: A Case Study on Olive Website Test Result

2020 ◽  
Vol 14 (1) ◽  
pp. 1-13
Author(s):  
Agnes Siwi Purwaning Tyas ◽  
Ahmad Muam ◽  
Yohana Ika Harnita Sari ◽  
Cisya Dewantara
Keyword(s):  
Blended Learning ◽  
Communication Skills ◽  
Test Scores ◽  
Cultural Management ◽  
Engineering Department ◽  
Post Test ◽  
Learning Instruction ◽  
Listening And Speaking ◽  
Academic Year

The research aimed to investigate the effectiveness of using blended-learning instruction in improving students’ communication skills at Sekolah Vokasi Universitas Gadjah Mada. They were required to take the Test of English for Vocational Students (TEVOCS) and it indicated that there was a gap between listening and speaking ability as presented in the test scores. To support the improvement of both skills, blended-learning instruction was designed and carried out in the forms of online listening activities via Online Listening for Individual Practice (OLIVE) website and offline meeting for speaking activities. The research used experimental research, which referred to the results of pre-test and post-test scores of the group. The participants of the research were 275 students from three departments of Sekolah Vokasi Universitas Gadjah Mada; Language, Arts, and Cultural Management department; Engineering department; as well as Economic and Business department academic year 2019/2020. The pre-test and post-test scores show improvement in students’ performance in both skills. The result of the t-test also shows that there is significant improvement after the application of blended-learning instruction.

scholarly journals DAILY JOURNAL WRITING TO ENHANCE STUDENT'S WRITING SKILLS

2016 ◽  
Vol 1 (2) ◽  
pp. 27-35
Author(s):  
Ester Eveline Sihite ◽  
Debora Chaterin Simanjuntak
Keyword(s):  
Standard Error ◽  
Test Scores ◽  
Journal Writing ◽  
Writing Skills ◽  
Mean Difference ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This study aims to enhance students’ writing skills through Daily Journal writing. This research was divided into three steps: giving pre-test, giving treatment (writing daily journal), and giving posttest. The result showed significant difference between control and experimental group. Experimental participants was improved through the writing of daily journal, and the score gained by participants showed that there was a significant effect on students’ writing skills. The achievements showed that the mean difference of post-test scores between the two groups was -.45433 and for the standard error mean was .03840 with pValue .050 (see Table 3), means that Ha is accepted and Ho is not accepted. It means, writing daily journal is strong enough to improve the students’ writing skills. Keywords: Journal Writing, Writing Skills, Daily Journal Variations

A Blended Course to Teach Graphical Programming Using LabVIEW

2014 ◽  
pp. 330-340
Author(s):  
Yücel Uğurlu
Keyword(s):  
Blended Learning ◽  
Engineering Students ◽  
Experimental Studies ◽  
Learning System ◽  
Self Assessment ◽  
Graphical Programming ◽  
Certification Test ◽  
E Learning ◽  
The Impact ◽  
Blended Course

In this chapter, the authors introduce a blended learning approach where LabVIEW, an e-learning environment, was integrated into a traditional graphical programming course for engineering students to teach advanced topics and to increase the programming skills of the students. In this course, the students were required to design projects using technology. The students designed small projects and frequently accessed the e-learning system to build real-world applications. The projects that students designed stimulated them to use the e-learning system. The impact of blended learning was evaluated on the basis of student surveys and certification test results. Experimental studies show that blended learning produced higher results in the students’ self-assessment and certification test.

A Blended Course to Teach Graphical Programming Using LabVIEW

2015 ◽  
pp. 299-310
Author(s):  
Yücel Uğurlu
Keyword(s):  
Blended Learning ◽  
Engineering Students ◽  
Experimental Studies ◽  
Learning System ◽  
Self Assessment ◽  
Graphical Programming ◽  
Certification Test ◽  
E Learning ◽  
The Impact ◽  
Blended Course

In this chapter, the authors introduce a blended learning approach where LabVIEW, an e-learning environment, was integrated into a traditional graphical programming course for engineering students to teach advanced topics and to increase the programming skills of the students. In this course, the students were required to design projects using technology. The students designed small projects and frequently accessed the e-learning system to build real-world applications. The projects that students designed stimulated them to use the e-learning system. The impact of blended learning was evaluated on the basis of student surveys and certification test results. Experimental studies show that blended learning produced higher results in the students' self-assessment and certification test.

Identifying Good Instruction . . .

2020 ◽  
pp. 12-46
Author(s):  
George A. Khachatryan
Keyword(s):  
Blended Learning ◽  
Test Scores ◽  
Quantitative Methods ◽  
Comprehensive Understanding ◽  
Instructional Programs ◽  
Student Knowledge ◽  
Designed Experiments ◽  
Incomplete Picture

Instruction modeling uses blended learning to reproduce good offline instruction. Thus, any discussion of instruction modeling must first answer the question of how to recognize good instruction in the first place. This question is more difficult than it first appears. This chapter offers a perspective on the answer, providing a foundation for everything that follows in the book. While test scores give the illusion of perfectly measuring student knowledge, they are in fact imperfect indicators. Conclusions about the effectiveness of instructional programs can only be drawn from carefully designed experiments. Even then, quantitative methods paint only an incomplete picture, and therefore should be supplemented by humanistic methods: philosophical discussions, reviews by experts, ethnographies, and histories. We can only hope to tell apart good instruction from bad by combining insights from all of these sources into a single, comprehensive understanding.

Graduate Attribute Based Continuous Course Improvement in a Blended Learning Engineering Design Course – A Writing Improvement Case Study

2018 ◽  
Author(s):  
Marnie Vegessi Jamieson ◽  
John M. Shaw
Keyword(s):  
Blended Learning ◽  
Engineering Design ◽  
Chemical Process ◽  
Self Assessment ◽  
Writing Improvement ◽  
Design Project ◽  
Final Design

The Capstone Chemical Process DesignCourse instructors engaged with Writing Across theCurriculum to develop and then provide writing seminarsfor students taking the second blended learning iterationof the design course to address needs identified bystudents in a pre course skill self assessment. The goals ofthis initiative were to further develop students’ technicalwriting abilities, encourage ongoing writing during thecourse, and to help students develop better strategies toprepare preliminary and final design project reports.Students’ attendance and reaction to the voluntaryseminar sessions were measured as part of an armslength survey and used as input to the course continuousimprovement process. The results and follow up steps arereported.

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