Integration of Health Informatics in Baccalaureate Nursing Education: Effectiveness of Face-to-Face vs. Online Teaching Methods

  • Author / Creator
    Kleib, Manal I.
  • Preparedness in informatics among future nurses continues to be a major concern for employers, nurse educators and graduates of undergraduate nursing programs. The purpose of this study was to develop an educational intervention about health informatics for undergraduate baccalaureate nursing students and compare outcomes associated with two formats (online and face-to-face) for delivering this material. The intervention was comprised of two learning modules that provided foundational knowledge about health informatics and its applications that nurses use to support clinical practice. The online learning modules were delivered with streaming video presentations, and self-directed exercises. The same content was offered in a face-to-face format with case studies and guided exercises. The study was conducted in two phases. In phase one, a non-equivalent control group design was used to pilot test the intervention, assess the internal reliability of measuring instruments, estimate sample size, and assess feasibility issues. In phase two, a randomized controlled trial design was used to determine whether there was a difference in knowledge gain, perceptions of self-efficacy, and attitudes toward the electronic health record between nursing students who received the intervention through either teaching format and those who did not receive the intervention. Only 42 individuals enrolled, and then were randomly assigned to the three study groups. A questionnaire was used to collect demographic data, perceptions of self-efficacy, attitudes about the electronic health record, and knowledge gain. Data were analyzed using ANOVA. Students who received the educational intervention did better in terms of knowledge gain than those who did not receive the intervention; therefore integration of informatics education in baccalaureate nursing education is recommended. There was no difference in knowledge gain scores of individuals who received the face-to-face version of the intervention and those who received the online version suggesting that both formats are equally effective for delivering this education. The intervention did not have an effect on perceptions of self-efficacy or attitudes toward the electronic health record. The low response rate significantly impacted the study; therefore replication of this study in other settings and among a larger sample is warranted. Further refinement of the knowledge gain instrument is needed.

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  • Degree
    Doctor of Philosophy
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