Title : A comparative study to assess the effectiveness of web-based and blended learning in pediatric basic life support
Abstract:
Introduction:
The main purpose of this study is to compare the effectiveness of web-based and blended learning on Paediatric Basic Life Support on competency among Undergraduate Nursing students in selected nursing colleges in Chennai.
Materials and methods:
A descriptive pretest post-test study design was used for this study. Samples of 100 Fourth year B.Sc., Nursing students in Sri Ramachandra Faculty of Nursing SRIHER, Chennai and 100 Fourth year B.Sc., Nursing students in Apollo College of Nursing, Chennai were selected by purposive sampling technique. The instrument used for data collection was Knowledge Questionnaire on Paediatric Basic Life Support (PBLS). Consists of 29 questions on general expansion of Basic Life Support and Cardiopulmonary Resuscitation ,Pre requisites of Basic Life Support, Knowledge on Paediatric Basic Life Support in which each question has four multiple choices answers each right answer carrying one mark and no negative scoring. This questionnaire was formed with reference to AHA 2020 (American Heart Association) revised guidelines.
Results:
After the post test, in the Web based learning group, 58.8% of the students had inadequate level of objective performance score while, 41.1% of them had adequate level of objective performance score. In the blended learning group, 26.5% of the students had inadequate level of objective performance score and 73.4% of the students had adequate level of objective performance score.
There was an association between the post-test level of knowledge and the demographic variables of undergraduate nursing students undergoing blended learning. The age was significant at a p value of 0.01 and the performance of bls before was significant at a p value of 0.05. The results show that there was a significant positive correlation between knowledge and objective performance score of undergraduate nursing students undergoing web-based learning on Paediatric basic life support.
The results show that there was a significant positive moderate correlation between the knowledge and objective performance scores of undergraduate nursing students exposed to blended learning of Paediatric Basic Life Support.
Conclusion:
Blended learning enhances the knowledge and objective performance of undergraduate nursing students on Paediatric Basic Life Support to a greater extent when compared to Web-based Learning as evidenced by the pretest and post-test score.
