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Interactive and Non-Interactive E-Learning in Prenatal Care Publisher



Geranmayeh M1 ; Bareghany ZK2 ; Zolfghari M3 ; Azizi F4
Authors
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Authors Affiliations
  1. 1. Department of Reproductive Health and Midwifery, School of Nursing and Midwifery, Tehran University of Medical Sciences
  2. 2. School of Nursing and Midwifery, Tehran University of Medical Sciences
  3. 3. Virtual School of E-Learning in Medical Education, Tehran University of Medical Sciences
  4. 4. School of Nursing and Midwifery, Astara Islamic Azad University

Source: British Journal of Midwifery Published:2021


Abstract

Background/Aims Ongoing education of midwives plays a key role in high-quality prenatal care and pregnant women’s health. In Iran, online education has received growing attention because of the COVID-19 pandemic.This study aimed to compare the effects of interactive and non-interactive e-learning on midwives’ knowledge and self-efficacy. Methods This quasi-experimental study involved 76 midwives working in prenatal care in health centres who were randomly divided into two groups: interactive e-learning via computers and non-interactive e-learning via mobile applications. Knowledge and self-efficacy were measured pre- and post-intervention using an online questionnaire and differences were analysed using the chi-squared and t tests. Results Knowledge scores in nutrition, exercise, and overall care during pregnancy increased significantly in both groups in the post-intervention phase. Self-efficacy scores increased in exercise and overall care in the interactive e-learning group.The self-efficacy scores for all four studied items improved significantly in the smartphone group.The two groups’ knowledge and self-efficacy scores were not significantly different post-intervention. Conclusions E-learning had positive effects on the knowledge and self-efficacy of midwives.The researchers suggest using these approaches alongside conventional in-service education methods. © 2021 MA Healthcare Ltd. All rights reserved.