Using Micro-Learning to Enhance Knowledge and Skills of Airway Management in Nurse Anesthesia Students: An Interventional Study

Masoumeh  Albooghobeish; Alireza  Ghalandeh; Ali  Khalafi; Mohammad Hosein  Haghighizadeh

doi:10.18502/aacc.v11i1.17485

Masoumeh Albooghobeish Department of Anesthesology, School of Allied Medical Sciences, Ahvaz Jundishapur Univercity of Medical Sciences, Ahvaz, Iran.
Alireza Ghalandeh Department of Anesthesology, School of Allied Medical Sciences, Ahvaz Jundishapur Univercity of Medical Sciences, Ahvaz, Iran.
Ali Khalafi Department of Anesthesology, School of Allied Medical Sciences, Ahvaz Jundishapur Univercity of Medical Sciences, Ahvaz, Iran.
Mohammad Hosein Haghighizadeh Department of Biostatistics, School of Health, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.

DOI: https://doi.org/10.18502/aacc.v11i1.17485

Keywords: Micro-learning; E-learning; Airway management; Nurse anesthesia; Skill; Knowledge; Iran

Abstract

Background: As a subfield of E-Learning, Micro-Learning provides asynchronous instruction to reduce mental strain and boost understanding by delivering educational content in bite-sized, concise learning modules. This study aimed to investigate the effect of Micro-Learning on the airway management knowledge and skills of nurse anesthesia students.

Methods: This Non-Randomized Controlled study, employing a Pre-test-Post-test design, included 52 nurse anesthesia students in Iran. Participants were first assessed with a Pre-test, and then assigned to either the M-L M (n=26) or T M (n=26) groups. Over three weeks, the M-L M group received Micro-Learning-based materials through social media, while the T M group received traditional face-to-face instruction. The intervention focused on airway management during peri-induction of general anesthesia. Then, the first and second Post-tests were given to assess the acquisition and retention of knowledge and skills, using a researcher-made instrument called AMAI-NA.

Results: Based on within-group comparisons, in both M-L M and T M groups mean scores of both Knowledge and Skills significantly increased from the Pre-test to 1st Post-test, then declined from 1st Post-test to 2nd Post-test. Yet, 2nd Post-test mean scores remained significantly higher than the Pre-test for both groups. Based on Inter-group comparisons, despite the absence of a statistically significant difference in Pre-test mean scores between the two groups, the mean scores for Knowledge and Skills of the M-L M group were significantly higher than those of the T M group in 1st and 2nd Post-tests. Furthermore, the M-L M group exhibited a greater increase in mean scores from the Pre-test to 1st and 2nd Post-tests compared to the T M group, as well as a lesser decrease from 1st Post-test to 2nd Post-test.

Conclusion: This study demonstrated that Micro-Learning significantly enhanced the acquisition and retention of knowledge and skills related to airway management, compared to the traditional method.