Peer Review

The article presents a robust evaluation of asynchronous online learning compared to traditional instruction within a nurse anesthesia program. It offers valuable insights into how online modules can be integrated effectively without sacrificing learning outcomes. Despite some limitations regarding generalizability and a need for more detailed implementation insights, the resource is a significant contribution to the field and is recommended for inclusion in MERLOT with minor revisions.

Online education has become increasingly popular for providing learning experiences in all disciplines. Despite continued evidence that online learning is at least equivalent to traditional methods, some educators are reluctant to embrace online educational offerings. This study evaluated whether an online class provided within an otherwise traditional face-to-face (F2F) nurse anesthesia curriculum would produce comparable learning outcomes and be accepted by students as an alternative learning format.

A F2F lecture format for teaching 12 lead EKG interpretation was compared with similar course materials provided in an asynchronous, self-paced, online narrated video format.

A pretest/posttest design was used to evaluate concept knowledge change and an analytical skills examination (ASE) determined student ability to accurately interpret EKG readings. The variables of satisfaction, attitude toward online learning, and student time were also evaluated. Knowledge and analytical skill acquisition were comparable in both groups and satisfaction was equally good with both delivery methods.

The student's attitudes concerning online instruction improved after exposure to the online method of teaching. These findings indicate that similar online activities can be successfully incorporated into a Nurse Anesthesia curriculum while maintaining learning outcomes and satisfaction.

Open (Access) Journal-Article

The material can be used in class discussion, as homework. Preferably, the reading should be done individually so each participant can evaluate the conclusions of the study. 

Here are some ideas for incorporating this article into a nursing classroom using different instructional strategies:

• In-Class Lecture/Discussion:Use the article as a case study during a lecture on educational methods in nursing. Present the study's design, findings, and implications for practice, then facilitate a discussion where students compare traditional F2F instruction with asynchronous learning. Ask students to debate which method they find more effective and why.

• Homework Assignment:Assign the article as required reading, followed by a reflective essay or set of discussion questions. For example, ask students to critically evaluate the study’s methodology or to explore how the findings might apply to other areas of nursing education.

• Individual Assignment:Have each student write a brief critique of the article, focusing on the strengths and limitations of the research design, data analysis, and conclusions. This can help develop critical thinking and analytical skills.

• Team-Based Project:Divide the class into small groups and task them with designing a mini research proposal to test an online teaching method in a different nursing specialty. They can use insights from the article to justify their approach and methodology.

• Self-Paced Learning Module:Create an online learning activity where students can work through the article at their own pace. Include embedded questions, interactive quizzes, or reflective prompts that help them connect the research to real-world teaching scenarios in nursing.

• Case Study Workshop:Develop case studies based on the article’s context. In teams or individually, students can analyze scenarios that require choosing between traditional and online learning methods, then present their decisions and rationale to the class.

Each of these approaches leverages the article’s content to engage students in different learning formats, helping them understand both the practical and theoretical aspects of online versus traditional instruction in nursing education.

 Users will needInternet access anda PDF reader. Article is available for download in PDF format.

This study evaluates whether an asynchronous online narrated video lecture can achieve comparable learning outcomes—specifically in knowledge and analytical EKG interpretation skills—relative to a traditional face-to-face (F2F) lecture.

It also assesses student satisfaction and attitude toward online learning in the context of nurse anesthesia education. The article is timely given the rapid growth in online education and addresses faculty concerns regarding the effectiveness of non-traditional instructional methods.

College General Ed, College Lower Division, College Upper Division, Graduate School, Professional

An interest in nursing curriculum and anesthesia would help make this article relevant to the user.