A Comparative Study to Assess the Effectiveness of Computer Assisted Teaching Over Lecture Method of Teaching on Knowledge Regarding ECG and Its Interpretation Among Nursing Students in Selected Colleges

Abstract

The most usual kind of cardiovascular illness, coronary artery disease (CAD), is the leading cause of deaths worldwide. Patients with coronary artery disease can develop chronic stable angina or have no symptoms. Acute coronary syndrome refers to the most serious signs of CAD, such as unstable angina and myocardial infarction (MI) (ACS). Dysrhythmias are caused by a variety of anatomical, functional, and pathological conditions of the heart. This research takes an evaluative method in order to assess the hypothesis that there is a link between computer simulated learning and amount of knowledge about ECG and its interpretation to fine-tune the approach and determine the viability of the investigation, a pilot study was conducted with three subjects at the chosen college. The main study subjects were around 60 people, and they were split into two groups: experimental (30) and control (30). The researchers used a real experimental pretest-post test design with a control group for their investigation. A predefined questionnaire was used to test participants' knowledge of ECG and its interpretation. The experimental group was given a traditional lecture and a computer simulation for 55 minutes, and their knowledge levels were measured using a standardized questionnaire. A conventional lecture style was used to teach the participants in the control group about ECG and its interpretation. A comparison of the traditional lecture technique and computer simulated learning was completed. To compare computer simulated learning to lecture learning, researchers conducted an independent t test between the experimental and control groups in post test scores. In the post-test, the experimental and control groups' mean knowledge levels were 25.57 and 19.03, respectively, with significance at the 0.001 level. Consequently, it is concluded that there is a significant difference in knowledge scores between the experimental and control groups, indicating that the experimental group using computer simulated learning has a significantly higher knowledge score than the control group, which learned about ECG and its interpretation through a traditional lecture method