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Effects of two teaching interventions on nursing students’ acquisition of competence in ECG interpretation

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dc.contributor.authorHernández-Padilla, José Manuel
dc.contributor.authorGranero-Molina, José
dc.contributor.authorRosales, Raquel
dc.contributor.authorPreto, Leonel
dc.contributor.authorFuge, Kata
dc.contributor.authorFernández-Sola, Cayetano
dc.date.accessioned2016-10-10T13:29:25Z
dc.date.available2016-10-10T13:29:25Z
dc.date.issued2016
dc.description.abstractPurpose: Nurse ability to recognise patient arrhythmias could contribute to preventing in-hospital cardiac arrest. Research suggests that nurses and nursing students lack competence in electrocardiogram (ECG) interpretation. The aim of this study was to compare the effects of two training strategies on nursing students’ acquisition of competence in ECG interpretation. Materials and methods: A controlled randomised trial with 98 nursing students. Divided in groups of 12–16, participants were randomly allocated to one of the following 3-h teaching intervention groups: 1) traditional instructor-led (TILG), and 2) flipped classroom (FCG). Participants’ competence in ECG interpretation was measured in terms of knowledge (%), skills (%) and self-efficacy (%) using a specifically designed and previously validated toolkit at pre-test and post-test. Two-way MANOVA explored the interaction effect between ‘teaching group’ and ‘time of assessment’ and its impact on participants’ competence. Within-group differences at pre-test and post-test were explored by carrying out paired t-tests. Between-group differences at pre- and post-test were examined by performing independent t-test analysis. Results: There was a statistically significant interaction effect between ‘teaching group’ and ‘time of assessment’ on participants’ competence in ECG interpretation (F(3,190) = 86.541, p = 0.001; Wilks’ Λ = 0.423). At pre-test, differences in knowledge (TILG = 35.12 ± 12.07; FCG = 35.66 ± 10.66), skills (TILG = 14.05 ± 10.37; FCG = 14.82 ± 14.14), self-efficacy (TILG = 46.22 ± 23.78; FCG = 40.01 ± 21.77) and all other variables were non-significant (p > 0.05). At post-test, knowledge (TILG = 55.12 ± 14.16; FCG = 94.2 ± 7.31), skills (TILG = 36.90 ± 16.45; FCG = 86.43 ± 14.32) and self-efficacy (TILG = 70.78 ± 14.55; FCG = 79.98 ± 10.35) had significantly improved, regardless of the training received (p < 0.05). Nonetheless, participants in the FCG scored significantly higher than participants in the TILG in knowledge, skills and self-efficacy (p < 0.05). Conclusion: Flipping the classroom for teaching ECG interpretation to nursing students may be more effective than using a traditional instructor-led approach in terms of immediate acquisition of competence in terms of knowledge, skills and self-efficacy. Further research on the effects of both teaching strategies on the retention of the competence will be undertaken.pt_PT
dc.identifier.citationHernández-Padilla, José Manuel; Granero-Molina, José; Rosales, Raquel; Preto, Leonel; Fuge, Kata; Fernández-Sola, Cayetano (2016). Effects of two teaching interventions on nursing students’ acquisition of competence in ECG interpretation. Resuscitation. ISSN 0300-9572.106 (Sup 1). p. 52-52pt_PT
dc.identifier.doihttp://dx.doi.org/10.1016/j.resuscitation.2016.07.125pt_PT
dc.identifier.issn0300-9572
dc.identifier.urihttp://hdl.handle.net/10198/13372
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherElsevierpt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.titleEffects of two teaching interventions on nursing students’ acquisition of competence in ECG interpretationpt_PT
dc.typeconference object
dspace.entity.typePublication
oaire.citation.endPage52pt_PT
oaire.citation.startPage52pt_PT
oaire.citation.titleResuscitationpt_PT
oaire.citation.volume106 (Sup 1)pt_PT
person.familyNamePreto
person.givenNameLeonel
person.identifier.ciencia-id451C-C9C6-C5D6
person.identifier.orcid0000-0002-8126-7051
person.identifier.ridM-7528-2016
person.identifier.scopus-author-id56465995600
rcaap.rightsopenAccesspt_PT
rcaap.typeconferenceObjectpt_PT
relation.isAuthorOfPublicationeb6fe9f4-f8fd-495d-84f3-f49309168f95
relation.isAuthorOfPublication.latestForDiscoveryeb6fe9f4-f8fd-495d-84f3-f49309168f95

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