Volume 8, Issue 4 (Summer 2023)
Health in Emergencies and Disasters Quarterly 2023, 8(4): 339-346 |
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Karampourian A, Imani B, Khatiban M. Comparing the Training of the Mass Casualty Incident Triage by the Virtual Workshop and Non-virtual Workshop (Face-to-face) on the Nursing Students’ Learning and Satisfaction. Health in Emergencies and Disasters Quarterly 2023; 8 (4) :339-346
URL: http://hdq.uswr.ac.ir/article-1-467-en.html
URL: http://hdq.uswr.ac.ir/article-1-467-en.html
1- Department of Medical-Surgical Nursing, Urology and Nephrology Research Center, Chronic Diseases (Home Care) Research Center, School of Nursing and Midwifery, Hamadan University of Medical Sciences, Hamadan, Iran.
2- Department of Operating Room, Urology and Nephrology Research Center, School of Paramedicine, Hamadan University of Medical Sciences, Hamadan, Iran. ,behzadiman@yahoo.com
3- Department of Nursing, School of Nursing and Midwifery, Hamadan University of Medical Sciences, Hamadan, Iran.
2- Department of Operating Room, Urology and Nephrology Research Center, School of Paramedicine, Hamadan University of Medical Sciences, Hamadan, Iran. ,
3- Department of Nursing, School of Nursing and Midwifery, Hamadan University of Medical Sciences, Hamadan, Iran.
Abstract: (1256 Views)
Background: Workshop training is one of the most effective learning methods. This study aims to compare the effect of virtual and face-to-face workshop training on students’ learning and satisfaction.
Materials and Methods: A three-group intervention study with before and after measurements was conducted with the participation of 106 nursing students. A convenient method of assigning replacement blocks was used. The groups included three groups, a virtual workshop, a face-to-face workshop, and a control. The data collection tool included a demographic form, and researcher-made awareness, performance, and satisfaction questionnaire. The content validity of the tool was confirmed by experts in the fields of nursing, health in disasters and emergencies, and medical education. The reliability of the tool using test re-test and Cronbach’s α was 0.858. Awareness and performance were evaluated before and after the study. Satisfaction was checked at the end of the study. Data were analyzed using analysis of variance with SPSS software, version 23.
Results: Most of the students were female (55.66%), with a Mean±SD of age 22.75±2.05 for all groups, single (93.4%), seventh semester (62.30%), without experience of participating in the training workshop (67.9%), and reading the book related to triage with mass casualty incident (MCI) (81.13%). Before the intervention, the groups had no significant difference in terms of awareness (P=0.169) and performance (P=0.296), while after the intervention, the difference was significant (P˂0.001). After the intervention, the most awareness and performance were related to the face-to-face workshop. A significant difference was observed between the groups in terms of satisfaction (P˂0.001). In the face-to-face workshop, 43.42% were very satisfied and 36.36% were satisfied, while very satisfied students did not exist in the virtual workshop and only 22.44% of students were satisfied. Satisfaction in the control group was moderate and poor.
Conclusion: Since the face-to-face workshop increased students’ awareness, performance, and satisfaction, it is suggested to use face-to-face educational workshops to improve the scientific level of nursing students before graduation.
Coresponding author: Behzad Imani, E-mail: behzadiman@yahoo.com
You can also search for this author in: PubMed, Google scholar
Materials and Methods: A three-group intervention study with before and after measurements was conducted with the participation of 106 nursing students. A convenient method of assigning replacement blocks was used. The groups included three groups, a virtual workshop, a face-to-face workshop, and a control. The data collection tool included a demographic form, and researcher-made awareness, performance, and satisfaction questionnaire. The content validity of the tool was confirmed by experts in the fields of nursing, health in disasters and emergencies, and medical education. The reliability of the tool using test re-test and Cronbach’s α was 0.858. Awareness and performance were evaluated before and after the study. Satisfaction was checked at the end of the study. Data were analyzed using analysis of variance with SPSS software, version 23.
Results: Most of the students were female (55.66%), with a Mean±SD of age 22.75±2.05 for all groups, single (93.4%), seventh semester (62.30%), without experience of participating in the training workshop (67.9%), and reading the book related to triage with mass casualty incident (MCI) (81.13%). Before the intervention, the groups had no significant difference in terms of awareness (P=0.169) and performance (P=0.296), while after the intervention, the difference was significant (P˂0.001). After the intervention, the most awareness and performance were related to the face-to-face workshop. A significant difference was observed between the groups in terms of satisfaction (P˂0.001). In the face-to-face workshop, 43.42% were very satisfied and 36.36% were satisfied, while very satisfied students did not exist in the virtual workshop and only 22.44% of students were satisfied. Satisfaction in the control group was moderate and poor.
Conclusion: Since the face-to-face workshop increased students’ awareness, performance, and satisfaction, it is suggested to use face-to-face educational workshops to improve the scientific level of nursing students before graduation.
Coresponding author: Behzad Imani, E-mail: behzadiman@yahoo.com
You can also search for this author in: PubMed, Google scholar
Keywords: Lecture, Teacher training, Computer user training, Distance learning, Work performance, Personal satisfaction
Type of Study: Research |
Subject:
Special
Received: 2022/11/11 | Accepted: 2023/04/5 | Published: 2023/07/24
Received: 2022/11/11 | Accepted: 2023/04/5 | Published: 2023/07/24
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This is an open access article distributed under the terms of the Creative Commons Attribution License (CC-By-NC), which permits use, distribution, and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
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