Nursing Students' Knowledge, Management Skills, and Recognition of Acute Stroke Symptoms: Comparison of Virtual...

This study utilized a quasi-experimental design with pretest, post-test, and retention assessments to evaluate the comparative effects of VPS and CBL on nursing students' knowledge of acute stroke, management competencies, and ability to identify stroke symptoms in an emergency department setting. The research was conducted with senior nursing students from a university faculty of nursing. Using simple randomization, participants were assigned either to a CBL group (n=32) or a VPS group (n=32). Data collection tools included the Knowledge Assessment Test, the Acute Stroke Management Questionnaire (ASMaQ), and the Recognition of Stroke in the Emergency Room (ROSIER) Scale. No significant difference was detected between the groups in terms of overall knowledge scores (P=.213). Total ASMaQ scores were higher in the VPS group (P=.020), and a significant main effect of time was observed (P<.001). No significant Time×Group interaction was found (P=.534). A significant between-group difference was identified only in the ASMaQ-ASM (P=.003). Both educational methods improved students' theoretical knowledge; however, greater increases in total ASMaQ and ASMaQ-ASM scores indicate that VPS enhanced awareness of acute stroke management steps more effectively.