Document Type : Original Article


Departments of Nursing and Health Information Technology, Urmia University of Medical Sciences, Urmia, Iran


INTRODUCTION: Due to the importance of correct interpretation of electrocardiogram (ECG) in the
quality of healthcare delivery, new educational methods are increasingly being implemented and
evaluated. In this regard, the purpose of this study was to compare the traditional and virtual teaching
methods on the interpretation of cardiac dysrhythmia in nursing students.
METHODS: The present study is a quasi‑experimental research with pretest and posttest design.
Sixty nursing students in the seventh semester from schools of nursing in Urmia and Khoy cities
were randomly assigned to two virtual and traditional education groups. Students’ knowledge was
measured by a researcher‑made 30‑item test.
RESULTS: The mean and standard deviation of the students’ scores in the traditional education
group was 11.20 ± 4.41 and 14.40 ± 4.62 and in the virtual group was 11.30 ± 2.74 and 18.43 ± 4.68,
pre‑ and post‑training, respectively. Paired t‑test showed a significant difference between the
mean score of pretest and posttest in both types of training (P < 0.001). According to the results of
independent sample t‑test, there were no significant differences between the two groups before the
training (P > 0.05). However, in the posttraining period, there were significant differences between
traditional and virtual education groups (P < 0.001).
CONCLUSION: Considering the results of this study, which shows the positive effects of virtual
education method on nursing students’ knowledge about cardiac dysrhythmia, this method can be
used as an alternative or complementary method to the traditional education.


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