The Impact of a Virtual Electrocardiogram Training Course on Learning and Satisfaction Among Nursing Students: A Quasi-Experimental Study

Abstract

Background: The integration of modern technologies into nursing education has become increasingly important. With the widespread use of the Internet, virtual education has emerged as a convenient approach to accessing educational resources. This modality can reduce spatial and temporal barriers and promote active, independent learning. Objectives: This study aimed to evaluate the impact of a virtual electrocardiogram (ECG) training course on nursing students' learning and satisfaction. Methods: A quasi-experimental study was conducted among nursing students at Mashhad University of Medical Sciences, Iran, in 2024. After the pretest, students were randomly assigned to either the experimental group or the control group by simple random allocation, with 32 participants in each group. The experimental group received four 2-hour online training sessions via the interactive Skyroom platform using real case studies, whereas the control group attended traditional in-person lectures at the nursing school. After the training sessions, students completed an ECG knowledge test and a satisfaction survey. Statistical analyses included t-tests, the Mann-Whitney U test, and two-way analysis of variance (ANOVA). Results: In the experimental group, the mean learning score increased significantly from 8.50 ± 3.57 before the intervention to 13.13 ± 3.70 after the intervention, according to the Wilcoxon test (P < 0.001). Similarly, in the control group, the mean learning score increased significantly from 7.91 ± 2.72 to 13.22 ± 2.54, according to the paired t-test (P < 0.001). However, no significant between-group difference was observed in learning scores. Student satisfaction with virtual training (mean = 133.2 ± 10.4) was comparable to that with in-person education (mean = 125.7 ± 11.2), with no statistically significant between-group difference (independent t-test, P = 0.011). Conclusions: No significant difference was observed in learning outcomes between virtual and in-person ECG training, suggesting that the two methods may be used interchangeably. Virtual training may be considered an alternative when in-person instruction is limited and was associated with higher student satisfaction.