E- Learning Strategy versus Traditional Learning Strategy on Pediatric Nursing Students' Knowledge, Engagement, and Clinical Performance during COVID 19
Elsayed Saleh, S., El-Sebaie Badr, O., Mohamed Shehata, Y. (2022). E- Learning Strategy versus Traditional Learning Strategy on Pediatric Nursing Students' Knowledge, Engagement, and Clinical Performance during COVID 19. EKB Journal Management System, 13(1), 663-677. doi: 10.21608/ejhc.2022.220369
Seham Elsayed Saleh; Ola El-Sebaie Badr; Yasmeen Mohamed Shehata. "E- Learning Strategy versus Traditional Learning Strategy on Pediatric Nursing Students' Knowledge, Engagement, and Clinical Performance during COVID 19". EKB Journal Management System, 13, 1, 2022, 663-677. doi: 10.21608/ejhc.2022.220369
Elsayed Saleh, S., El-Sebaie Badr, O., Mohamed Shehata, Y. (2022). 'E- Learning Strategy versus Traditional Learning Strategy on Pediatric Nursing Students' Knowledge, Engagement, and Clinical Performance during COVID 19', EKB Journal Management System, 13(1), pp. 663-677. doi: 10.21608/ejhc.2022.220369
Elsayed Saleh, S., El-Sebaie Badr, O., Mohamed Shehata, Y. E- Learning Strategy versus Traditional Learning Strategy on Pediatric Nursing Students' Knowledge, Engagement, and Clinical Performance during COVID 19. EKB Journal Management System, 2022; 13(1): 663-677. doi: 10.21608/ejhc.2022.220369

E- Learning Strategy versus Traditional Learning Strategy on Pediatric Nursing Students' Knowledge, Engagement, and Clinical Performance during COVID 19

Egyptian Journal of Health Care
Article 46, Volume 13, Issue 1, March 2022, Page 663-677  XML PDF (242.22 K)
Document Type: Original Article
DOI: 10.21608/ejhc.2022.220369
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Authors
Seham Elsayed Saleh1; Ola El-Sebaie Badr2; Yasmeen Mohamed Shehata2
1Lecturer of Pediatric Nursing, Pediatric Nursing Department, Faculty of Nursing, Matrouh University, Egypt.
2Lecturer of Nursing Education, Nursing Education Department, Faculty of Nursing, Alexandria University, Egypt.
Abstract
Background: Introducing multimedia technologies in learning in many universities has been observed as means of improving accessibility and quality of delivery and learning among the students. Aim: This study aimed to compare the effect of e-learning strategy versus traditional learning on pediatric nursing students' knowledge, engagement, and clinical performance regarding neonatal endotracheal suction during COVID 19 Pandemic. Design: A comparative quasi-experimental design was carried out. Subjects: A convenient sample of 120 pediatric nursing students, who selected from the pediatric nursing course during the first semester of academic year 2020-2021 were randomly assigned into two equal groups. Setting: Faculty of Nursing, Matrouh University, E- learning group taught through the university official Microsoft teams' platform. While, traditional learning group taught in pediatric nursing laboratory. Tools: three tools were used; Tool I: Pediatric Nursing Students` Knowledge Concerning Neonatal Endotracheal Suction Questionnaire, Tool II: Neonatal Endotracheal Suction Performance Observational Check List, Tool III: Pediatric Nursing Students' Engagement Scale.  Results: The mean participants' knowledge in e-learning group was 5.25+ 1.310, 11.20+1.867, 12.48+0.771 and 10.28+0.585 compared to 6.68+ 1.642, 12.60+1.330, 13.48+0.725 and 10.28+0.585 for traditional group all over the periods of the study. Students who received e-learning learning retained more skills all over the periods of the study (21.13+2.046, 47.88+9.620, 50.57+2.396, and 51.05+2.459) compared to traditional learning (21.13+2.046, 47.88+9.620, 39.60+10.791, 40.87+11.465 and 38.55+4.260).  Students of traditional group more engaged than those of e-learning group all over the periods of the study 64.8833+4.57366 compared to 65.4500+ 4.20018. Conclusion: Expending traditional strategy through face to face interaction was effective in improving students' knowledge retention, while e-learning group retained more skill than those of traditional group. Recommendation:  it was recommended to conduct more studies to confirm the impact of adopting both E-learning and traditional strategies in accelerating the efficacy of knowledge and skills retention for students, as well as improving their engagement. 
Keywords
E-Learning; Traditional Learning; clinical performance; Nursing Students; COVID 19 Pandemic
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