Aim: The study compared outcomes between articulating nursing student cohorts virtual learning during COVID-19 and traditional learning prior to COVID-19.
Background: Clinical reasoning is vital to developing clinical nursing judgment. During the COVID-19 pandemic, nursing schools replaced traditional classroom and in-hospital clinical with virtual classroom and clinical learning.
Design: A quantitative retrospective cohort study compared outcomes of the nursing students virtual learning during COVID-19 (n = 18) with traditional learning methods before COVID-19 (n = 14) at one college in Texas.
Method: Outcomes of the study were measured using a standardized Health Education Systems Inc. (HESI®) specialty exam, HESI® end of program (Exit) exam, and HESI® clinical judgment subscales. Independent-samples -tests and Chi square were conducted to compare outcomes from virtual and traditional learning.
Results: No statistically significant difference was observed between the traditional group (M = 752.93, SD = 148.88) and virtual learning group (M = 761.72, SD = 152.11); (30) = -0.16, = 0.87 was identified on the HESI® Maternal pediatric Specialty exam. No statistically significant differences were observed on the HESI® Exit exam or clinical judgment subscales; no relationship between the type of learning and NCLEX-RN® pass rates.
Conclusion: The study findings are encouraging, yet limited, warranting further investigation of virtual learning.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8866098 | PMC |
| http://dx.doi.org/10.1016/j.teln.2022.02.002 | DOI Listing |
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