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The goal of this clinical trialis to compare in learning effectiveness of nurses. The main questions it aims to answer are:
Participants will be divided into two groups. The control group will receive online presentations, while the experimental group will engage in mobile learning combined with micro-courses. Both groups of participants will undergo instruction through asynchronous online courses.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| micro-course | Experimental | The experimental group adopts micro-course instruction, providing self-directed learning through online asynchronous courses, with instructional content delivered through short videos created by the researcher. |
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| slide presentation | Active Comparator | The control group, on the other hand, employs a unidirectional teaching method by the instructor, offering self-directed learning through online asynchronous courses, primarily using researcher-created online presentations. |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| micro-course | Other | The experimental group adopts micro-course instruction, providing self-directed learning through online asynchronous courses, with instructional content delivered through short videos created by the researcher. |
| Measure | Description | Time Frame |
|---|---|---|
| Cognitive scale | The cognitive scale was self-designed by the author after referencing textbooks and journal articles. It is divided into four dimensions based on teaching topics, with a total of 15 single-choice questions to assess nurses' cognition of cardiac surgery. Each correct answer earns 1 point, with higher scores indicating higher levels of cognition. | Before the experiment commenced, all participants underwent a uniform pre-test. A post-test was administered one week after the conclusion of the course. A second post-test was conducted four weeks after the course concluded (this served as a delayed ass |
| motivation scale | The scale consists of 12 items and employs a four-point Likert scale for scoring, ranging from 4 points for "strongly agree" to 1 point for "strongly disagree." Higher scores indicate stronger learning motivation. | Before the experiment started, all participants underwent a standardized pre-test. A post-test was conducted one week after the conclusion of the course |
| Engagement Scale | This scale comprises a total of 10 items, scored using a four-point Likert scale, ranging from 4 points for "strongly agree" to 1 point for "strongly disagree." Higher scores indicate a higher level of learning engagement among the research subjects. | One week after the course concluded, measurements were taken. |
| Measure | Description | Time Frame |
|---|---|---|
| learning satisfaction | There are a total of 10 questions, along with 2 open-ended questions. Scoring for this scale is based on a four-point Likert scale, ranging from 4 points for "strongly agree" to 1 point for "strongly disagree." Higher scores indicate higher levels of satisfaction with learning among nurses. | One week after the course concluded, measurements were taken. |
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Inclusion Criteria:
Exclusion Criteria:
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| ChangGungMH | Taoyuan City | 33305 | Taiwan |
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| slide presentation | Other | Provide online presentations. |
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