Abstract
Objectives: Nursing education is an indispensable part of becoming a nurse. For modern 21st century students, the traditional one-to-many teaching method is no longer applicable. Breaking away from the previous teaching method, using new technology and multimedia education combined with interactive e-books, not only improves the learners’ interest and motivation, but also presents the situation in a situational way, being in it. The purpose of this study is to compare the effects of different teaching modes on improving nursing students’ knowledge and learning motivation of maternity nursing.
Methods: This was a quasi-experimental design. Nursing students from a university of science and technology in southern Taiwan were randomly divided into two groups: intervention (e-book, n = 47 ), and control (face-to-face teaching, n = 47). Participants were asked to complete two structured questionnaires before, after, and two weeks after the study to assess their knowledge and motivation in maternity nursing.
Results: A total of 94 nursing students completed this study. Both teaching models can effectively improve subjects' knowledge. According to the research results, the maternity nursing knowledge post-test scores were higher than the pre-test in both the e-book group and the face-to-face group, and there was a significant difference (p<0.001). Maternity nursing knowledge " (p <0.001), and "ARCS Motivation" (p <0.05) than the control group. In terms of group and time effects maternity nursing knowledge showed significant differences in the first posttest (p < 0.01) and second posttest still showed significant differences (p <0.05).
Implications for practice: E-books can effectively enhance the motivation of nursing students to learn, including satisfaction, convenience, and outcome effectiveness. Abandoning the traditional textbook teaching mode and switching to a new learning mode, the results of the experimental group and the control group showed that nursing students who used the interactive e-book teaching mode were more able to connect the course content with clinical practice. In addition to improving the quality of student learning, it can also lay a good foundation for entering internships or clinical practice in the future.
Sigma Membership
Lambda Beta at-Large
Type
Poster
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Quantitative Research
Keywords:
Curriculum Development, Instrument Tool Development, Interprofessional, Interdisciplinary, E-books
Recommended Citation
Chang, Ting-Shan; Tsai, Ke-Chi; Wang, Xin-Yu; Tzeng, Ya-Ling; and Chuang, Chih-Chi, "Use of an Interactive Multimedia E-book to Increase Maternity Knowledge and Learning Motivation" (2025). International Nursing Research Congress (INRC). 114.
https://www.sigmarepository.org/inrc/2025/posters_2025/114
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Use of an Interactive Multimedia E-book to Increase Maternity Knowledge and Learning Motivation
Seattle, Washington, USA
Objectives: Nursing education is an indispensable part of becoming a nurse. For modern 21st century students, the traditional one-to-many teaching method is no longer applicable. Breaking away from the previous teaching method, using new technology and multimedia education combined with interactive e-books, not only improves the learners’ interest and motivation, but also presents the situation in a situational way, being in it. The purpose of this study is to compare the effects of different teaching modes on improving nursing students’ knowledge and learning motivation of maternity nursing.
Methods: This was a quasi-experimental design. Nursing students from a university of science and technology in southern Taiwan were randomly divided into two groups: intervention (e-book, n = 47 ), and control (face-to-face teaching, n = 47). Participants were asked to complete two structured questionnaires before, after, and two weeks after the study to assess their knowledge and motivation in maternity nursing.
Results: A total of 94 nursing students completed this study. Both teaching models can effectively improve subjects' knowledge. According to the research results, the maternity nursing knowledge post-test scores were higher than the pre-test in both the e-book group and the face-to-face group, and there was a significant difference (p<0.001). Maternity nursing knowledge " (p <0.001), and "ARCS Motivation" (p <0.05) than the control group. In terms of group and time effects maternity nursing knowledge showed significant differences in the first posttest (p < 0.01) and second posttest still showed significant differences (p <0.05).
Implications for practice: E-books can effectively enhance the motivation of nursing students to learn, including satisfaction, convenience, and outcome effectiveness. Abandoning the traditional textbook teaching mode and switching to a new learning mode, the results of the experimental group and the control group showed that nursing students who used the interactive e-book teaching mode were more able to connect the course content with clinical practice. In addition to improving the quality of student learning, it can also lay a good foundation for entering internships or clinical practice in the future.
Description
The e-book features interactive games with audio explanations to increase the interest and motivation of learning and can also stimulate the thinking and judgment of pregnant maternity class, helping them consolidate their knowledge and improve their sense of technology.