Impact of Non-Face-to-Face Teaching with Passive Training on Personal Protective Equipment Use in Health Science Students: A Randomized Controlled Trial

Blanca Rueda-Medina, María Encarnación Aguilar-Ferrándiz, Ana Alejandra Esteban-Burgos, Rosa María Tapia Haro, Antonio Casas-Barragán, Almudena Velando-Soriano, Rocío Gil-Gutiérrez () and María Correa-Rodríguez
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Blanca Rueda-Medina: Department of Nursing, Faculty of Health Sciences, University of Granada, 18016 Granada, Spain
María Encarnación Aguilar-Ferrándiz: Instituto de Investigación Biosanitaria ibs. GRANADA, 18012 Granada, Spain
Ana Alejandra Esteban-Burgos: Department of Nursing, Faculty of Health Sciences, University of Granada, 18016 Granada, Spain
Rosa María Tapia Haro: Instituto de Investigación Biosanitaria ibs. GRANADA, 18012 Granada, Spain
Antonio Casas-Barragán: Instituto de Investigación Biosanitaria ibs. GRANADA, 18012 Granada, Spain
Almudena Velando-Soriano: Virgen de las Nieves University Hospital, Andalusian Health Service, 18014 Granada, Spain
Rocío Gil-Gutiérrez: Department of Nursing, Faculty of Health Sciences, University of Granada, 18016 Granada, Spain
María Correa-Rodríguez: Department of Nursing, Faculty of Health Sciences, University of Granada, 18016 Granada, Spain

IJERPH, 2022, vol. 19, issue 19, 1-12

Abstract: Background: In the COVID-19 era, there was a call for the transformation of higher education. Universities had to combine non-face-to-face teaching with traditional procedures. This study analyzed the effectiveness and perceived satisfaction in a cohort of health sciences students of non-face-to-face teaching with passive training versus face-to-face teaching with active training in the proper donning and doffing of personal protective equipment (PPE) in a clinical simulation scenario. Methods: A total of 142 participants were randomized into two groups: (a) non-face-to-face teaching with passive training; (b) face-to-face teaching with active training. The proper protocol for donning and doffing PPE was assessed. Students evaluated their skills before and after training and satisfaction with training received. Results: Significant differences were observed for the statements “I felt more confident in donning after receiving this training” ( p = 0.029) and “I felt more confident in doffing after receiving this training” ( p = 0.042) in the face-to-face teaching with active training group compared to the non-face-to-face teaching with passive training group, whose number of tasks violated was significantly higher ( p = 0.020). Satisfaction was significantly higher in the face-to-face and active training group ( p = 0.004). Conclusions: Face-to-face teaching with active training improves effectiveness and satisfaction more than non-face-to-face teaching with passive training for acquiring skills in donning and doffing PPE properly.

Keywords: non-face-to-face teaching; passive training; personal protective equipment; health science students; COVID-19; clinical simulation (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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