Abstract
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Abstract
Year 2021
October 2021

SHBC1152

Abstract Title
To compare the effectiveness of utilizing scenario-based e-learning versus traditional classroom learning on nurses’ diabetes knowledge
Authors

X.LIAN1, R. DALAN1, Y.S.LEE1, Y.H. TAN1, Y.H.GOH1, Y. W.GOH1

Institutions

Tan Tock Seng Hospital1

Background & Hypothesis

Continuing professional education (CPE) is very essential for nurses to maintain their competencies in order to provide safe patient care. Traditionally CPE is conducted face-to-face in the classroom by nurse educators. Scenario-based e-learning can improve participants’ engagement and deeper understanding of content by motivating them to think and analyze before making decisions.

Methods

This study uses a pre/post-test experimental design.  We enrolled 63 registered nurses. All participants took the pre-test for baseline assessment and were randomly assigned to experimental (scenario-based e-learn) and control (traditional classroom learning) groups. The experimental group was further divided into the traditional and interactive eLearn subgroup. The post-test was administered immediately 10 minutes after the session and three months later to assess the retention of knowledge. Both groups took the post-test spontaneously.

Results

The baseline demographics in terms of educational qualification, seniority, and years of work experience were well balanced between the three groups. The study result showed that there is no significant difference between the three different teaching methods (p = 0.584). All teaching methods showed significant improvement in post-test mean scores (p<0.001) and a relative decline after three months. We observed that nurses who attended classroom teaching had the highest knowledge level retention as compared to others.

Discussion & Conclusion

All teaching methods show significant improvement in nurses’ knowledge after training. The results of this study need to be validated in a different domain with a larger population and longer duration. The preference of the participants needs to be studied. Blended learning approaches can be adopted as training strategies.

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