Forty-five newly graduated pediatric nurses participated with 23 allocated to the control cohort and 22 allocated to the experimental cohort. The baseline characteristics revealed no statistically significant disparities between the two groups. The post-session 10-minute assessment (T2) revealed a slight, yet not statistically significant, advantage for the experimental group over the control group. However, in contrast, the experimental cohort exhibited significantly superior performance compared to the control group during theoretical evaluations conducted one week (T3) and one month (T4) after training (p<0.001). In terms of academic self-efficacy, the experimental group demonstrated significantly higher scores than their counterparts in the control group.
Conclusions
Synchronous online learning that is meticulously structured and closely monitored has the potential to enhance the efficacy of theoretical training and boost academic self-efficacy among new graduate nurses.
