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Volume 12, Issue 1 (2024)
Health Educ Health Promot 2024, 12(1): 85-89 |
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History
Received: 2024/01/2 | Accepted: 2024/03/5 | Published: 2024/03/20
Received: 2024/01/2 | Accepted: 2024/03/5 | Published: 2024/03/20
How to cite this article
Sohrabi Z, Rasouli D, Nouri Khaneghah Z, Ramezanpour E, Nosrati S, Zhianifard A. Comparing the Effect of Virtual Doughnut Educational Rounds and Online Lecture Methods on the Learning and Satisfaction of Operating Room Nursing Students; A Self-Directed Learning Method. Health Educ Health Promot 2024; 12 (1) :85-89
URL: http://hehp.modares.ac.ir/article-4-73229-en.html
URL: http://hehp.modares.ac.ir/article-4-73229-en.html
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Authors
Z. Sohrabi1 
, D. Rasouli1 , Z. Nouri Khaneghah *1 , E. Ramezanpour1 , S. Nosrati1 , A. Zhianifard1
, D. Rasouli1 , Z. Nouri Khaneghah *1 , E. Ramezanpour1 , S. Nosrati1 , A. Zhianifard1
1- “Center for Educational Research in Medical Sciences (CERMS)†and “Department of Medical Education, School of Medicineâ€, Iran University of Medical Sciences, Tehran, Iran
Abstract (1918 Views)
Aims: This study aimed to evaluate the impact of virtual Doughnut educational rounds on learning levels and satisfaction among nursing students in the operating room setting.
Materials & Methods: This quasi-experimental study with a pre-test-post-test design involved 70 undergraduate nursing students specializing in operating room practices, selected through a census approach. Participants were randomly allocated into two groups: one receiving instruction via online lectures and the other through virtual Doughnut educational rounds. The educational material was delivered to the first group using the virtual Doughnut round method and to the second group through online lectures. Data were gathered and analyzed using SPSS software version 19, employing descriptive statistics, t-tests, analysis of covariance, and the Mann-Whitney test.
Findings: The pre-test scores did not show a statistically significant difference between students taught by online lectures and those taught by virtual Doughnut educational rounds (p-value=0.538). However, t-test analysis indicated that the Doughnut round method was more effective than traditional lectures, with students showing significantly greater satisfaction with the Doughnut round approach (p<0.0001).
Conclusion: The virtual Doughnut round method is more effective than traditional lectures for teaching operating room nursing students, particularly those in their senior year.
Materials & Methods: This quasi-experimental study with a pre-test-post-test design involved 70 undergraduate nursing students specializing in operating room practices, selected through a census approach. Participants were randomly allocated into two groups: one receiving instruction via online lectures and the other through virtual Doughnut educational rounds. The educational material was delivered to the first group using the virtual Doughnut round method and to the second group through online lectures. Data were gathered and analyzed using SPSS software version 19, employing descriptive statistics, t-tests, analysis of covariance, and the Mann-Whitney test.
Findings: The pre-test scores did not show a statistically significant difference between students taught by online lectures and those taught by virtual Doughnut educational rounds (p-value=0.538). However, t-test analysis indicated that the Doughnut round method was more effective than traditional lectures, with students showing significantly greater satisfaction with the Doughnut round approach (p<0.0001).
Conclusion: The virtual Doughnut round method is more effective than traditional lectures for teaching operating room nursing students, particularly those in their senior year.
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