Applying non-synchronized e-learning to the nursing clinical ladder system.

Area of Science:

• Nursing Education
• Healthcare Training
• E-learning in Medicine

Background:

• Traditional face-to-face training for nursing staff faces time and spatial limitations, potentially hindering clinical competence.
• The nursing clinical ladder system requires continuous professional development to meet evolving healthcare standards.
• E-learning presents a flexible alternative to traditional training, but its effectiveness compared to face-to-face methods needs investigation.

Purpose of the Study:

• To compare learner achievement and satisfaction between face-to-face and e-learning modalities within a nursing clinical ladder program.
• To identify factors influencing nursing personnel's satisfaction with e-learning for professional development.
• To evaluate the suitability of e-learning for enhancing nursing competence and meeting hospital requirements.

Main Methods:

• A comparative study involving 155 nursing personnel enrolled in N1/N2 ladder courses.
• Participants were divided into face-to-face and non-synchronized e-learning groups.
• Data collection focused on learner achievement and satisfaction levels.

Main Results:

• Face-to-face learning participants reported higher satisfaction levels.
• E-learning participants demonstrated greater in-class achievement.
• Key factors influencing satisfaction with e-learning were identified and summarized.

Conclusions:

• E-learning may be more effective than face-to-face training for improving nursing staff's in-class achievement in ladder system courses.
• While face-to-face training yields higher satisfaction, e-learning offers a viable solution to overcome logistical barriers in nursing professional development.
• Further investigation into optimizing e-learning strategies is recommended to enhance both satisfaction and achievement in nursing education.