Authors, Credentials, and Practice Areas
The research article in review was written by J. F. Ortega-Morán, B. Pagador, J. Maestre-Antequera, A. Arco, F. Monteiro, and F. M. Sánchez-Margallo (2020). The authors have professional expertise in surgery, nursing education, and healthcare technology, including new teaching methods such as blended learning and e-learning for minimally invasive surgery (MIS).
Statement of the Problem
According to this study, the main problem is that many nurses lack sufficient experience in minimally invasive surgery (MIS). This gap calls for effective training strategies to ensure that nurses develop competency in MIS techniques through e-learning and blended learning characterized by flexibility and accessibility.
Purpose of the Study
This study aimed to validate the online theoretical module of a laparoscopic blended learning course designed for nurses. It sought to examine students’ perceptions and satisfaction, sociability, usability metrics, and nurses’ overall interest in blended learning formats.
Gap in the Literature Identified
The literature lacks validation and effectiveness data for online and blended learning modules for MIS training among nursing students. Despite their popularity, evidence is needed to confirm the effectiveness of these methods as tools for improving nursing competencies in MIS.
Research Questions
How do nurses perceive an online theoretical module?
What are the sociability and usability metrics of the e-learning environment?
Review of the Literature
The literature review has provided an account of how MIS has developed over time, thereby necessitating specialized training for clinical practitioners. It cited earlier studies on e-learning and blended learning, highlighting their advantages, such as availability and flexibility. The article also identified that various medical and educational contexts employ these approaches but argued against their legitimacy, specifically within the nursing sector’s improperly evaluated MIS programs.
Population, Sample Size, and Sample Selection Process
Twenty-four nurses, 10 from Spain and 14 from Portugal, participated. The sample was chosen using convenience non-probability sampling, in which nurse data stored at partner institution databases were sent to recruitment emails. This sample size was considered acceptable, assuming that similar face-to-face courses typically have participant numbers within this range.
Study Design
The researchers used a quantitative design that incorporated both subjective and objective metrics to validate the online theoretical module. The data were collected through questionnaires and performance statistics, then analyzed under semi-controlled conditions.
Research Methods Used in the Study
This study used a combination of subjective and objective procedures. Subjective items included questionnaires measuring perception, satisfaction, and sociability, which experts validated to ensure reliability. Objective methods were web analytics and performance statistics for usability, such as interaction metrics and completion rates.
Research Findings
The findings indicated that the e-learning environment was generally well received, with high ratings for ease of access, layout, consistency, and navigation. Nonetheless, chat and forums were rarely used, indicating a need for moderation to enhance engagement. The videos were highly appreciated, but neither the problematic questionnaire balance nor the use of interactive 3D designs was satisfactory. Both Spanish and Portuguese nurses preferred blended learning because it is flexible and effective.
Limitations
Using a small, non-random sample and the lack of long-term outcome measures are essential drawbacks.
Article Critique
This study successfully meets a vital gap in nursing education by validating a novel e-learning model for MIS training. Therefore, future studies should have larger randomized samples to examine the effects of such training on clinical practice and patient outcomes.
Discussion of Future Nursing Practice
This formative online theoretical module was validated as a flexible, accessible training alternative for nurses that addresses the crucial need for MIS competency. The favorable results support the incorporation of blended learning into nursing education programs.
Reference
Ortega-Morán, J. F., Pagador, B., Maestre-Antequera, J., Arco, A., Monteiro, F., & Sánchez-Margallo, F. M. (2020). Validation of the online theoretical module of a minimally invasive surgery blended learning course for nurses: A quantitative research study. Nurse Education Today, 89.