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Teaching electrocardiography: computer assisted learning vs lecture method.

B Koch, R Guice

The Australian Journal of Advanced Nursing : a Quarterly Publication of the Royal Australian Nursing Federation

|June 1, 1989

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Computer assisted learning (CAL) for electrocardiography improved nursing students' affective responses and reduced learning time compared to traditional lectures, with similar cognitive and clinical outcomes. This highlights CAL's potential for efficient, engaging nursing education.

Area of Science:

Medical Education
Nursing Informatics
Cardiology Training

Background:

Traditional lectures are a common method for teaching electrocardiography to nursing students.
Computer-assisted learning (CAL) offers a potentially more engaging and flexible alternative.
Evaluating the effectiveness of different educational modalities is crucial for optimizing nursing curricula.

Purpose of the Study:

To compare nursing students' cognitive, affective, and learning transfer outcomes between a computer-assisted learning (CAL) program and a traditional lecture on basic electrocardiography.
To assess the time efficiency of CAL versus lecture-based instruction.

Main Methods:

Nursing students were divided into two groups: one receiving a basic electrocardiography CAL program, the other a lecture.

Related Experiment Videos

Cognitive outcomes were measured using a 20-item electrocardiogram knowledge test.

Learning transfer was assessed by evaluating students' ability to interpret electrocardiogram tracings in a clinical setting.

Affective responses and completion times were also recorded.

Main Results:

No significant differences were found in cognitive or learning transfer outcomes between the CAL and lecture groups.
Students in the CAL group reported more positive affective responses compared to the lecture group.
CAL students completed the program significantly faster (10-32 minutes) than lecture students (≥50 minutes).

Conclusions:

Computer-assisted learning (CAL) for basic electrocardiography yields comparable cognitive and clinical performance to traditional lectures.
CAL enhances student affective responses and offers significant time efficiency in nursing education.
CAL presents a valuable, effective alternative for teaching electrocardiography to nursing students.