ArticleCureus2025
Impact of Synchronous Online Learning on the Theoretical Training of New Pediatric Nurses: A Prospective Randomized Trial.
Article in Cureus, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Aims This study aimed to examine the impact of synchronous online learning on the effectiveness of theoretical training and self-efficacy among newly graduated pediatric nurses. Design It is a prospective randomized controlled trial. Methods The sample comprised 45 newly graduated pediatric nurses randomly assigned to an experimental cohort group or a cohort group. The control group underwent traditional face-to-face teaching, whereas the experimental group engaged in synchronous online learning. A comparative analysis encompassed the test scores from post-session 10-minute assessments (T2), evaluations conducted after one week (T3), and those after one month (T4), alongside their academic self-efficacy scores. Results Forty-five newly graduated pediatric nurses participated with 23 allocated to the control cohort and 22 allocated to the experimental cohort. The baseline characteristics revealed no statistically significant disparities between the two groups. The post-session 10-minute assessment (T2) revealed a slight, yet not statistically significant, advantage for the experimental group over the control group. However, in contrast, the experimental cohort exhibited significantly superior performance compared to the control group during theoretical evaluations conducted one week (T3) and one month (T4) after training (p<0.001). In terms of academic self-efficacy, the experimental group demonstrated significantly higher scores than their counterparts in the control group. Conclusions Synchronous online learning that is meticulously structured and closely monitored has the potential to enhance the efficacy of theoretical training and boost academic self-efficacy among new graduate nurses.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.