Effect Of Web-based Education Research Articles

The effect of web-based education on self-care behaviors in cardiovascular patients: application of the pender’s health promotion model

BackgroundCoronary artery disease is the most common cardiovascular disease, the mortality rate of which is increasing significantly. The most important way to prevent a second attack in patients undergoing angioplasty is self-care, which can be influenced by several factors such as the patient’s beliefs. Thus, the present study aimed to determine the effect of a web-based intervention based on the Pender’s health promotion model in patients with cardiovascular disease.MethodsThe present clinical trial study was conducted with 99 patients undergoing angioplasty treatment referring to Bushehr Heart Specialist Center. Random sampling was done and the participants were divided into two groups (50 subjects in intervention group and 49 subjects in control group). The data collection tool was a three-part questionnaire (including demographic information, a researcher-made questionnaire based on the health promotion model constructs, and self-care behaviors), which was completed in three stages (before, two weeks, and three months after the intervention). In addition to routine hospital services, the intervention group received multimedia training based on the constructs of the Pender’s health promotion model from the website. The control group received usual hospital services. Data were analyzed with chi-square, independent T-test and repeated measure ANOVA using SPSS-22 software.ResultsThe results showed that 2 weeks and 3 months after the intervention, the mean scores of perceived benefits, perceived self-efficacy and perceived social support had a significant increase in the intervention group compared to the control group, but the mean score of perceived barriers had a significant decrease in the intervention group (p < 0.001). Regarding self-care behaviors, after the intervention, the mean scores of self-care behaviors, physical activity, healthy diet, medication adherence and stress management had a significant increase in the intervention group compared to the control group (p < 0.001), but no significant was observed between the two groups in terms of changes in the non-smoking (p = 0.38).ConclusionThe results of the study showed that the web-based educational intervention based on the health promotion model is useful in improving the self-care behaviors of cardiac patients undergoing angioplasty. Nursing education and care have a great role in improving the self-care behaviors of cardiovascular patients.Trial registrationRegistration number: IRCT2017080635429N2. Registration date: 09/03/2017 (https://en.irct.ir/trial/26775).

Evaluation of the effectiveness of the web-based chronic pain management training program developed for nursing students: Triple-blind randomized controlled trial

AimThe aim of the study was to evaluate the effectiveness of a web-based chronic pain management training program developed for nursing students. BackgroundWeb-based training is effective in increasing the knowledge and attitude levels of nursing students. In the literature, data on the effectiveness of web-based education on chronic pain management education of nursing students are limited. DesignThis was a triple-blind randomized controlled trial conducted between May and June 2022. MethodsThe study was conducted with 66 fourth-year students enrolled in the Nursing Department of a state university in a province of Türkiye.. The students were divided into two groups: intervention (n=33) and control (n=33). A dedicated website was developed for chronic pain management training, incorporating video modules, end-of-video evaluation questions and data collection tests, all of which were made available on this platform. The personal information form, chronic pain management knowledge test, Healthcare Professionals’ Attitudes toward Patients with Chronic Pain and Chronic Pain Management Training Program Evaluation Form were the data collection tools. In the implementation phase of the study, the pre-test was first applied to the control group via the website and the post-test was applied two weeks later. After the intervention group completed the pre-test, the intervention group was given web-based chronic pain management training for two weeks and the post-test was applied at the end of the training and the data collection was completed. ResultsAfter web-based training chronic pain management, the chronic pain management knowledge score of the intervention group was significantly higher than the control group (p<0.05). The intervention group had significantly higher scores in sensitivity and misconception orientation, sub-dimensions of the attitude scale towards patients with chronic pain, compared with the control group (p<0.05). ConclusionsThese results show that the web-based educational intervention positively increased students' knowledge of chronic pain management and attitudes towards patients with chronic pain. It shows that web-based education is effective in chronic pain management education.

The effect of web-based education on psychomotor skills education in nursing: Randomized controlled clinical trial

The effect of web-based education on psychomotor skills education in nursing: Randomized controlled clinical trial

OPINIONS OF INTENSIVE CARE NURSES ON THE WEB-BASED EDUCATION MODEL: A HOSPITAL EXAMPLE

Intensive care nurses provide nursing care to critical patients not only using advanced knowledge and advanced clinical skills but also by racing against time. Therefore, it is vital for intensive care nurses to maintain their professional development and closely follow current trends related to the care process. This study aims to determine the opinions of intensive care nurses about the use of the web-based education method in in-service education. The sample of this study consisted of 62 intensive care nurses working in the adult intensive care unit. All the nurses volunteered to participate in the web-based in-service education program on the “The Effect of Web-Based Education on the Knowledge and Practice of Sedation Management of Intensive Care Nurses.” The study data were obtained with the “Nurse Introduction Form” and the “Evaluation Form of the Opinions of Nurses on Web-Based Education”. These data were evaluated with the SPSS 22.0 software and descriptive statistics (frequency, percentage, median, and interquartile range). This study found that the rate of agreement on the statements "web-based in-service education activities support nurses in maintaining continuing education/lifelong education after graduation," "web-based in-service education activities can be a solution to the problem that nurses cannot participate in in-service education programs due to working hours," and "web-based in-service education activities facilitate the family life of nurses" was very high. Nurses believe that web-based education is supportive in maintaining continuing professional development and in-service education.

Effect of Web-Based Education on Mothers' Emotional Disturbance Having Children undergoing Hemodialysis during Covid-19 Lockdown

For children with end-stage renal disease (ESRD), the novel coronavirus can be considered an additional challenge in disease self-management. Emotional status disturbance can arise after a traumatic experience involving the threat of or actual death.

Effect of Web-Based education on Mothers' Anxiety regarding Behavioral Changes among their Children with Autism during Covid-19 Lockdown

Effect of Web-Based education on Mothers' Anxiety regarding Behavioral Changes among their Children with Autism during Covid-19 Lockdown

Asthma Management Effectiveness of Web-Based Education

Asthma Management Effectiveness of Web-Based Education

Effect of Web-Based Education on Quality of Life and Anxiety Level among Patients undergoing Hemodialysis during Covid-19 Lockdown

Effect of Web-Based Education on Quality of Life and Anxiety Level among Patients undergoing Hemodialysis during Covid-19 Lockdown

The Effect of Web-Based Education on the Management of Cardiovascular Diseases

Kardiyovasküler hastalıklar hem gelişmiş hem de gelişmekte olan ülkeler arasında en sık görülen mortalite ve morbidite nedeni arasında yer almaktadır. Kardiyovasküler hastalıkların kontrolü ve yönetiminde en önemli bileşenlerin hasta eğitimi ve taburculuk sonrası izlem olduğu belirtilmektedir. Davranış değişikliği ve sağlıklı bir yaşam tarzı sağlama konusunda yapılan planlı ve düzenli hasta eğitimi tedaviye uyumu, öz bakımı ve yaşam kalitesini arttırmaktadır. Geçmişte yüz yüze, kitapçık ve broşür vb. ile sınırlı olan hasta eğitimi tüm dünyada her geçen gün internet kullanan bireylerin sayısının artmasıyla birlikte web tabanlı eğitim haline getirmiştir. Web tabanlı eğitim ile zaman ve mekân kısıtlaması olmaksızın görüntülü, sesli ve yazılı iletişimin aynı anda sağlanabilmesi, tekrarlanabilir olması, aynı durumu yaşamış bireylerin deneyimlerinden faydalanmalarını sağlayan sosyal bir ortamın yaratılması ve geniş kitlelere ulaşmanın mümkün olması bu eğitim yönteminin kullanılabilirliğini ve önemini arttırmıştır. Bu derlemenin amacı web tabanlı eğitimin tasarımı ve içeriği ve web tabanlı eğitimin avantaj ve dezavantajları konusunu irdelemek ve kardiyovasküler hastalık yönetiminde web ortamında yapılan eğitimlerin etkinliğini literatür doğrultusunda değerlendirmektir.

Effectiveness of web-based education in addition to basic life support learning activities: A cluster randomised controlled trial.

BackgroundEffective education in basic life support (BLS) may improve the early initiation of high-quality cardiopulmonary resuscitation and automated external defibrillation (CPR-AED).AimTo compare the learning outcome in terms of practical skills and knowledge of BLS after participating in learning activities related to BLS, with and without web-based education in cardiovascular diseases (CVD).MethodsLaymen (n = 2,623) were cluster randomised to either BLS education or to web-based education in CVD before BLS training. The participants were assessed by a questionnaire for theoretical knowledge and then by a simulated scenario for practical skills. The total score for practical skills in BLS six months after training was the primary outcome. The total score for practical skills directly after training, separate variables and self-assessed knowledge, confidence and willingness, directly and six months after training, were the secondary outcomes.ResultsBLS with web-based education was more effective than BLS without web-based education and obtained a statistically significant higher total score for practical skills at six months (mean 58.8, SD 5.0 vs mean 58.0, SD 5.0; p = 0.03) and directly after training (mean 59.6, SD 4.8 vs mean 58.7, SD 4.9; p = 0.004).ConclusionA web-based education in CVD in addition to BLS training enhanced the learning outcome with a statistically significant higher total score for performed practical skills in BLS as compared to BLS training alone. However, in terms of the outcomes, the differences were minor, and the clinical relevance of our findings has a limited practical impact.

Effect of Web-Based Education on Knowledge, Attitude, and Practice of Nurses in Neonatal Intensive Care Unit

Background: The neuroprotective interventions are necessary for developing the brain of premature neonates. Neonatal nurses require continuing education about this subject and nowadays distance education is a possibility. Objectives: This study aimed to assess the impact of web-based teaching on knowledge, attitude, and practice of nurses in the neonatal intensive care unit. Methods: This quasi-experimental pre- and post-intervention study with a control group was conducted in 2018. A total number of 70 nurses from selected hospitals affiliated to the Iran University of Medical Sciences were assessed for their knowledge, attitude, and practice in seven neuroprotective core measures prior to the intervention. A four-week standardized training package was implemented in these hospitals through virtual classroom approach. After six weeks of post-intervention, all nurses who attended the virtual training were assessed for the same competencies using the WEE care assessment tool. The reliability of the tool was estimated by calculating the internal consistency of items (α = 0.95). The t test and repeated measures ANOVA were conducted to analyze the data using SPSS V. 16 software. Results: The findings indicated that the mean score of knowledge significantly increased (P < 0.001) in the web-based education group (21.97 ± 5.64) compared to the control group (13.94 ± 4.7). However, there was no significant difference between the two groups in the mean scores of attitude and practice. Conclusions: Web-based teaching was found to be effective in improving the knowledge of nurses; however, the results suggest that virtual teaching methods need to be developed to affect the attitude and practice of neonatal nurses.

Effect of Web-based education on knowledge and preventive behaviors of Iron Deficiency Anemia among high school girls

Effect of Web-based education on knowledge and preventive behaviors of Iron Deficiency Anemia among high school girls

The Effects of Web-based Education and Individuals Characteristics to Participants Commitment and Educational Performance

The Effects of Web-based Education and Individuals Characteristics to Participants Commitment and Educational Performance

Effectiveness of web-based education on Kenyan and Brazilian adolescents' knowledge about HIV/AIDS, abortion law, and emergency contraception: Findings from TeenWeb

Little evidence is available about the utility of web-based health education for students in low resource settings. This paper reports results from an evaluation of the TeenWeb project, a multi-year, web-based health education intervention implemented in two urban settings: Nairobi, Kenya ( N = 1178 school students) and Rio de Janeiro, Brazil ( N = 714 school students). A quasi-experimental, school-based pre-test/post-test design was implemented at each study site to determine if easy access to web-based reproductive health information, combined with intellectual “priming” about reproductive health topics, would result in improved knowledge and attitudes about topics such as condom use, access to HIV testing, emergency contraception and abortion laws. Students in web-access schools completed one web-based module approximately every 6–8 weeks, and in return, had access to the Internet for at least 30 min after completing each module. Although students were encouraged to access project-supplied web-based health information, freedom of web navigation was an incentive, so they could choose to access other Internet content instead. Most measures showed statistically significant differences between students in “web” and “comparison” conditions at post-test, but only about half of the differences were in the hypothesized direction. Results of an embedded experiment employing more directed feedback tripled the likelihood of correctly reporting the duration of emergency contraception effectiveness. Review of URL logs suggests that the modest results were due to inadequate exposure to educational materials. Future intervention should focus on teen's purposeful searching for health information when they are in personal circumstances of unmet health needs.