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The effectiveness of an e-learning course on medication calculation in nursing students : a clustered quasi-experimental study

Aurélie Van Lancker, Katleen Baldewijns (UGent) , Rik Verhaeghe (UGent) , Hugo Robays (UGent) , Franky Buyle (UGent) , Roos Colman (UGent) and Ann Van Hecke (UGent)
(2016) JOURNAL OF ADVANCED NURSING. 72(9). p.2054-2064
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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.
Keywords
drug dosage calculations, education, e-learning, non-randomized controlled trial, nursing, DRUG CALCULATION SKILLS, ADVERSE EVENTS, REGISTERED NURSES, HEALTH-CARE, ERRORS, METAANALYSIS, EDUCATION, CONSEQUENCES, KNOWLEDGE, SETTINGS

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Chicago
Van Lancker, Aurélie, Katleen Baldewijns, Rik Verhaeghe, Hugo Robays, Franky Buyle, Roos Colman, and Ann Van Hecke. 2016. “The Effectiveness of an E-learning Course on Medication Calculation in Nursing Students : a Clustered Quasi-experimental Study.” Journal of Advanced Nursing 72 (9): 2054–2064.
APA
Van Lancker, A., Baldewijns, K., Verhaeghe, R., Robays, H., Buyle, F., Colman, R., & Van Hecke, A. (2016). The effectiveness of an e-learning course on medication calculation in nursing students : a clustered quasi-experimental study. JOURNAL OF ADVANCED NURSING, 72(9), 2054–2064.
Vancouver
1.
Van Lancker A, Baldewijns K, Verhaeghe R, Robays H, Buyle F, Colman R, et al. The effectiveness of an e-learning course on medication calculation in nursing students : a clustered quasi-experimental study. JOURNAL OF ADVANCED NURSING. 2016;72(9):2054–64.
MLA
Van Lancker, Aurélie, Katleen Baldewijns, Rik Verhaeghe, et al. “The Effectiveness of an E-learning Course on Medication Calculation in Nursing Students : a Clustered Quasi-experimental Study.” JOURNAL OF ADVANCED NURSING 72.9 (2016): 2054–2064. Print.
@article{7221739,
  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.},
  author       = {Van Lancker, Aur{\'e}lie and Baldewijns, Katleen and Verhaeghe, Rik and Robays, Hugo and Buyle, Franky and Colman, Roos and Van Hecke, Ann},
  issn         = {0309-2402},
  journal      = {JOURNAL OF ADVANCED NURSING},
  keyword      = {drug dosage calculations,education,e-learning,non-randomized controlled trial,nursing,DRUG CALCULATION SKILLS,ADVERSE EVENTS,REGISTERED NURSES,HEALTH-CARE,ERRORS,METAANALYSIS,EDUCATION,CONSEQUENCES,KNOWLEDGE,SETTINGS},
  language     = {eng},
  number       = {9},
  pages        = {2054--2064},
  title        = {The effectiveness of an e-learning course on medication calculation in nursing students : a clustered quasi-experimental study},
  url          = {http://dx.doi.org/10.1111/jan.12967},
  volume       = {72},
  year         = {2016},
}

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