Effects of virtual teaching method on intensive care skills teaching

Abstract

Objective To explore the effects of virtual teaching methods on intensive care skills teaching. Methods A total of 262 nursing students were randomly divided into two groups: intervention group (n=131) and control group (n=131). The patients of two groups were received traditional experimental teaching methods and intervention group also received the virtual teaching methods. The scores of course evaluation, general self-efficacy and critical thinking ability were evaluated. Results In the intervention group, the scores of course evaluation, self-efficacy and critical thinking ability were (84.12±5.32), (2.72±0.35) and (293.21±5.71) which were better than those in the control group (t=-8.47, -11.66, -15.45; P<0.01). Conclusions The virtual teaching methods can stimulate learning interests of students and improve the scores of course evaluation, self-efficacy and critical thinking ability. Key words: Education, nursing; Intensive care unit; Self-efficacy; Critical thinking mind; Virtual teaching method