Impact of blended teaching on knowledge, skills, and work-related stress among novice operating room nurses

The operating room has a highly professional setting that requires its preparing adequately for various surgical operations and ensuring patient safety.

This study employs a quasi-experimental design and is conducted at a medical center in central Taiwan utilizing convenience sampling. Initially, the control group receives traditional instructional methods for a duration of 1 month (n = 13). Subsequently, the experimental group is exposed to a blended learning model for 1 month (n = 14), the participants of which engaged in a game of jigsaw puzzles and watched videos. Both groups undergo pretesting using various scales prior to the intervention. Upon completion of the 1-month instructional period, post-testing is conducted. The assessment tools employed include the OR Knowledge Inventory, the Taiwan Nurse Stress Checklist, and the DOPS Checklist. Data analysis is performed using SPSS, with both descriptive and inferential statistics applied.

Both teaching modalities effectively enhanced participants' understanding of operating room protocols. A subsequent two-way mixed-design analysis of variance revealed a significant difference in skill improvement, with the experimental group demonstrating significantly greater improvement than the control group (P = .000).

Blended teaching can enhance nurses' knowledge and alleviate their work-related stress. This approach holds promise for reducing attrition rates among operating room nurses, improving healthcare quality, and ensuring patient safety.