ArticleNursing open2023
Effect of a blended learning design in an undergraduate nursing electrocardiogram course: A quasi-experimental study.
Article in Nursing open, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
3 citing papers in PubMed.
- Foundational digital literacy training for frontline immunization officers: lessons from implementing the electronic stock management tool across selected comprehensive health centers in Sierra Leone.Frontiers in digital health · 2025Article
- Face-to-face, online, or blended: which method is more effective in teaching electrocardiogram to medical students.BMC medical education · 2023Article
- Effect of a blended learning design in an undergraduate nursing electrocardiogram course: A quasi-experimental study.Nursing open · 2023Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
aimThe study aimed to explore learning achievement and students' satisfaction with a blended learning (BL) electrocardiogram (ECG) education programme in undergraduate nursing education.
designThis was a quasi-experimental post-test design.
methodsThe study was conducted during semester one of the academic year 2020/2021. Participants were divided into two groups: the BL group and face-to-face (FTF) group. The BL group received the newly designed BL programme. The FTF group received the traditional learning methods. Post-test measures of the study variables such as knowledge, study time and satisfaction were conducted. Chi-square (χ
resultsParticipants in BL group had significantly higher scores in ECG interpretation and total score. No significant differences in foundational knowledge between the two groups were found. Study time was significantly longer in the BL group. Regarding satisfaction, significant differences were found in structure rationality and promotion of self-learning.
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Registered trials
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