The Effect of Online Computer Assisted Instruction on Knowledge, Self-Efficacy, and Satisfaction of Nursing Students

Abstract

Background: Computer assisted instruction is integrated to nursing education lecture class. It is not
assessed in online teaching of maternal-newborn nursing and Midwifery class.
Purpose: To examine the effectiveness of online computer assisted instruction of nursing care for
pregnant women with diabetes on knowledge, self-efficacy, and satisfaction of nursing students.
Methodology: Quasi-experimental research was designed in this study. Participants were selected
using systematic random sampling. Eighty nursing students were enrolled in this study. Forty students
in experimental group was assigned to learn via online computer assisted instruction of nursing care
for pregnant women with diabetes, where as another forty students was assigned to learn in lecture
class. The pretest and posttest mean scores of students’ knowledge and self-efficacy of nursing care for
pregnant women with diabetes were analyzed and compared within group and between group.
Results: The posttest mean score of students’ knowledge and self-efficacy of nursing care for pregnant
women with diabetes in the experimental group was significantly higher than those in lecture class.
The overall students’ satisfaction with online computer assisted instruction was 82.50 percent. These
findings suggested that online computer assisted instruction could enhance students’ learning outcomes
and satisfaction.