NCT06650020

The Impact of Synchronous Online Learning on the Theoretical Training of New Paediatric Nurses

The Impact of Synchronous Online Learning on the Theoretical Training of New Paediatric Nurses: A Prospective Randomized Trial

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 45 (actual)
• Sponsor: Children's Hospital of Fudan University · Academic / Other
• Sex: All
• Age: 20 Years – 24 Years
• Healthy volunteers: Accepted

Summary

To examine the impact of synchronous online learning on the effectiveness of theoretical training and self-efficacy among newly graduated pediatric nurses.We carried out a Prospective randomized controlled trial.The sample comprised 45 newly graduated pediatric nurses randomly assigned to an experimental cohort group or a cohort group.The control group underwent traditional face-to-face teaching, whereas the experimental group engaged in synchronous online learning.Comparative analysis encompassed the test score from post-session 10-minute assessments, evaluations conducted after one week, and those after one month, alongside their academic self-efficacy scores.

Detailed description

Aims To examine the impact of synchronous online learning on the effectiveness of theoretical training and self-efficacy among newly graduated pediatric nurses. Design Prospective randomized controlled trial. Methods The sample comprised 45 newly graduated pediatric nurses randomly assigned to an experimental cohort group or a cohort group.The control group underwent traditional face-to-face teaching, whereas the experimental group engaged in synchronous online learning.Comparative analysis encompassed the test score from post-session 10-minute assessments, evaluations conducted after one week, and those after one month, alongside their academic self-efficacy scores.

Conditions

• Intervention

Interventions

Type	Name	Description
OTHER	synchronous online learning	Each participant in this cohort selected a suitable and peaceful learning environment, characterized by ample lighting and strong network connectivity. Equipped with laptops, participants logged into the Tencet conference software ten minutes prior to the session, entered their authentic names, completed the sign-in process five minutes before the course started, and kept their cameras activated throughout the session. During the instructional phase, both the teacher and control group were physically present. While the teacher instructed the control group, screen sharing through Tencet conference software allowed trainees in the experimental group to have clear visual access to instructional materials while audibly receiving instruction through microphones.
OTHER	the traditional offline model of centralized training	The control group adhered to the traditional offline model of centralized training, which involved a training facility spanning 100 square meters and accommodating seating for 150 participants. The front section of the training room was equipped with various amenities, such as a projection screen, podium, computer, and microphone, all available for use by the instructors. Throughout the training period, the lecturer provided in-person instruction on-site, allowing trainees to engage in real-time interaction by raising their queries.

Timeline

• Start date: 2022-01-01
• Primary completion: 2022-12-31
• Completion: 2022-12-31
• First posted: 2024-10-21
• Last updated: 2024-10-21

Locations

1 site across 1 country: China