A blended learning program did not differ in effectiveness from face-to-face lessons for nurses' fever management learning, but produced higher satisfaction¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A Korean study comparing a blended learning program to face-to-face lessons found no difference in effectiveness between the two methods, with higher satisfaction in the intervention group. → Vicens-Blanes 2021

Evidence¶

Vicens-Blanes 2021¶

Vicens-Blanes, F., Miró-Bonet, R., & Molina-Mula, J. (2021). Analysis of Nurses' and Physicians' Attitudes, Knowledge, and Perceptions toward Fever in Children: A Systematic Review with Meta-Analysis. International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ijerph182312444

q2 · i? · quant-synthesis · r1

One of the quasi-experimental educational-program studies included in the review: a Korean hospital study with 59 nurses comparing a "blended learning program" (traditional classes combined with online learning) to "face-to-face lessons" using pre-test and post-test with an experimental and control group. No effect size is printed for this contrast.

"Based on the findings, there was no difference in effectiveness between the two methods, but the intervention group had higher satisfaction in both methodologies through pre-test and post-test"

Discussion¶

Related Claims¶

• Educational programs for nurses produce a statistically significant change in attitudes toward fever management, per the review's meta-analysis — a broader claim this one bears on
• Educational programs for nurses produce a statistically significant change in knowledge about fever in children, per the review's meta-analysis — a broader claim this one bears on
• Educational programs for nurses did not produce a statistically significant change in perceptions about fever management — related
• Satisfaction motivation did not differ significantly between OER blended learning and face-to-face classroom learning — related