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Comparison of the Effectiveness of Breast Cancer Education through Two Virtual Methods for Increasing Knowledge in Nurses

*Forouzandeh Jannat orcid  -  Tehran University of Medical Sciences, Iran, Islamic Republic of
Sadaf Alipour orcid  -  Breast Disease Research Center (BDRC), Iran, Islamic Republic of
Fariba Noori  -  Department of Nursing, Arash Women’s Hospital, Tehran University of medical Sciences, Iran, Islamic Republic of
Somayeh Ansari  -  Department of Nursing, Arash Women’s Hospital, Tehran University of medical Sciences, Iran, Islamic Republic of
Tahereh Ashtab  -  Department of Nursing, Razi Hospital, Tehran University of medical Sciences, Iran, Islamic Republic of
Amirhossein Eskandari orcid  -  Ministry of health and Medical Education, Iran, Islamic Republic of
Sepehr Boroumand Sani  -  Faculty of Medicine, Tehran University of Medicine, Iran, Islamic Republic of
Marzieh Orouji orcid  -  Department of Nursing, Arash Women’s Hospital, Tehran University of medical Sciences, Iran, Islamic Republic of
Donya Goodarzi  -  Department of Nursing, Arash Women’s Hospital, Tehran University of medical Sciences, Iran, Islamic Republic of
Fatemeh Dousti Amshaki orcid  -  Department of Nursing, Razi Hospital, Tehran University of medical Sciences, Iran, Islamic Republic of
Open Access Copyright (c) 2022 Nurse Media Journal of Nursing
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Abstract

Background: Virtual education today is about to become one of the most important educational methods in nursing. However, there have been few studies that have examined the effectiveness of virtual education to increase knowledge towards breast cancer among nurses in Iran.

Purpose: The aim of this study was to compare the knowledge towards breast cancer among nurses who were provided with two different methods of virtual training.    

Methods: This quasi-experimental study was conducted among 182 nurses in two hospitals in Tehran, Iran, who were randomly selected and divided into two groups of 91 nurses. Participants of the first group got virtual training about breast cancer in two sessions within two weeks by Skyroom. In the second group, the content was sent as educational messages by WhatsApp within two weeks. Participants’ knowledge in both groups was measured using valid and reliable questionnaires developed by the researchers as a pretest and three posttests, and the satisfaction of the participants was also measured. To analyze the data, analysis of variance, standard deviation, t-test and Tukey test were performed.

Results: According to the average score observed in the post-test period, the score of the WhatsApp group was 7.62, significantly higher than the Skyroom group of 6.25. The scores of the three post-test were higher than the pre-test in the two groups (with no significant difference between the two groups, p-value = 0.825 in the first post-test), but the scores declined from the first to third tests, showing a decline in the learning effect with time. However, the slope was gentler in the WhatsApp group, showing a more persistent learning effect.

Conclusion: This study showed that teaching with educational messages through WhatsApp had a greater impact on the sustainability of learning than teaching via lecturing through Skyroom.
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Keywords: Breast cancer; education, effectiveness; virtual learning; nurses

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