First-year nursing students taught with virtual simulation and interactive multimedia scored higher on the theoretical exam than the traditionally taught group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the theoretical exam, the mean score in the virtual teaching group was higher than in the traditional group (P<0.001). → Mosalanejad 2012

Evidence¶

Mosalanejad 2012¶

Mosalanejad, L.; Shahsavari, S.; Sobhanian, S.; & Dastpak, M. (2012). The effect of virtual versus traditional learning in achieving competency-based skills. Turkish Online Journal of Distance Education, 13(2). https://dergipark.org.tr/en/pub/tojde

q2 · i? · causal · r1

Quasi-experimental comparison of 43 freshman nursing students in a virtual learning program with a matched group of 43 sophomores taught conventionally, same content, instructor and final evaluation. Table 1 reports theory means of 13.83±1.67 (virtual) versus 12.43±2.02 (traditional), P=0.001, described as "higher mean scores".

"A significant difference in theoretical scores of the two groups was found; students who were taught by interactive multimedia and virtual simulation had higher mean scores in comparison with traditional teaching group."

Discussion¶

Related Claims¶

• Theoretical and practical scores correlated significantly in the traditional group but not in the virtual group — related
• Virtual and traditionally taught nursing groups showed no significant difference in practical skills measured by OSCE — related
• Web-based multimedia virtual simulation embedded in PowerPoint teaching increases Form Four students' achievement on the Islamic Studies pilgrimage topic compared with PowerPoint teaching without simulation — related