Aurélie Van Lancker1, Katleen Baldewijns2, Rik Verhaeghe3, Hugo Robays4, Franky Buyle4, Roos Colman5, Ann Van Hecke1,3. 1. University Centre for Nursing and Midwifery, Department of Public Health, Faculty of Medicine and Health Sciences, Ghent University, Belgium. 2. Technical Institute of Higher Professional Education, Department Nurse Education, Hasselt, Belgium. 3. Nursing Department, Ghent University Hospital, Belgium. 4. Department of Pharmacy, Ghent University Hospital, Belgium. 5. Medical Informatics, Department of Public Health, Faculty of Medicine and Health Sciences, Ghent University, Belgium.
Abstract
AIM: To evaluate the effectiveness of an e-learning course compared with a face-to-face lecture on medication calculation. BACKGROUND: The current knowledge on medication calculation of nursing students and nurses is insufficient to provide safe care. DESIGN: A stratified-clustered quasi-experimental study. METHODS: A random selection of nursing schools were allocated to the e-learning course (intervention group) (seven schools; 189 students) or face-to-face lecture (control group) (six schools, 222 students). Students in both groups completed a validated medication calculation test (maximum score: 16) prior to the course (T0), immediately after the course (T1) and 3 months later (T2). A linear mixed model was used for data analysis. RESULTS:Medication calculation skills improved significantly more by the face-to-face lecture than e-learning course. Students in both groups significantly improved in medication calculation skills immediately after the course (T1) and 3 months later. The results flattened at T2 with a significant decline in the intervention group between T1 and T2 and a non-significant decline in the control group. Based on a subgroup analysis, improvement in medication calculation skills at T2 could only be observed in vocational-level (sub degree) nursing students receiving a face-to-face course. CONCLUSIONS: Both medication calculation courses had a positive effect on medication calculation skills. Students receiving traditional face-to-face lecture improved significantly more than the students receiving the e-learning course.
RCT Entities:
AIM: To evaluate the effectiveness of an e-learning course compared with a face-to-face lecture on medication calculation. BACKGROUND: The current knowledge on medication calculation of nursing students and nurses is insufficient to provide safe care. DESIGN: A stratified-clustered quasi-experimental study. METHODS: A random selection of nursing schools were allocated to the e-learning course (intervention group) (seven schools; 189 students) or face-to-face lecture (control group) (six schools, 222 students). Students in both groups completed a validated medication calculation test (maximum score: 16) prior to the course (T0), immediately after the course (T1) and 3 months later (T2). A linear mixed model was used for data analysis. RESULTS: Medication calculation skills improved significantly more by the face-to-face lecture than e-learning course. Students in both groups significantly improved in medication calculation skills immediately after the course (T1) and 3 months later. The results flattened at T2 with a significant decline in the intervention group between T1 and T2 and a non-significant decline in the control group. Based on a subgroup analysis, improvement in medication calculation skills at T2 could only be observed in vocational-level (sub degree) nursing students receiving a face-to-face course. CONCLUSIONS: Both medication calculation courses had a positive effect on medication calculation skills. Students receiving traditional face-to-face lecture improved significantly more than the students receiving the e-learning course.