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Knowledge, retention, and attitude effects of computer-assisted instruction
1School of Nursing, Ball State University, Muncie, Indiana.
The Journal of Nursing Education
|January 1, 1988
Summary
Computer-assisted instruction (CAI) is as effective as traditional lectures for nursing students' knowledge and retention. This study found no significant differences in learning outcomes between CAI and lecture methods.
Area of Science:
- Nursing Education
- Educational Technology
Background:
- Computer-assisted instruction (CAI) is increasingly used in healthcare education.
- Few studies have explored the impact of CAI on knowledge retention in nursing students.
Purpose of the Study:
- To compare the effectiveness of CAI versus traditional lecture methods in teaching nursing students.
- To evaluate the impact on student knowledge, retention, and attitudes.
- To specifically assess long-term retention of information.
Main Methods:
- A two-group posttest design was employed.
- Baccalaureate nursing students were divided into CAI and lecture groups.
- Content on nursing research problems was delivered via interactive tutorial (CAI) or transparencies (lecture), with a follow-up assessment eight months later.
Main Results:
- No significant differences were found in knowledge acquisition between the CAI and lecture groups.
- Retention of knowledge was comparable between both instructional methods.
- Nursing students reported positive attitudes toward computer-assisted instruction.
Conclusions:
- Computer-assisted instruction (CAI) is an effective alternative to traditional lectures for nursing education.
- CAI can facilitate comparable knowledge acquisition and retention without negatively impacting student attitudes.
- Further research into CAI's long-term benefits in nursing education is warranted.