Achieving an outcomes-based approach: Evaluation of web-enriched resources in enhancing baccalaureate-nursing students’ learning of clinical nursing skills

Principal Supervisor

Professor Janita Chau, The Nethersole School of Nursing


3 years

Approved Budget

HK 500,000

  • Project Objectives
  • Description of process, outcomes or deliverable
  • Evaluation
  • Dissemination, diffusion and impact

Project Objectives

The project objectives are to produce high quality web-enriched learning resources to facilitate student learning of clinical nursing skills, and to determine its effects on enhancing students’ learning behaviours.

Description of process, outcomes or deliverable

A total of six web-enriched learning modules had been developed and introduced into the baccalaureate nursing programme. The modules included ‘Medical asepsis and dressing techniques’, ‘Infection control practices’, ‘Care of a client with a chest drain’, ‘Electrocardiogram measurement and fundamentals of electrocardiogram interpretation’, ‘Administration of intravenous medications’, and ‘Management and leadership skills’. Majority of the students found the modules helpful in learning clinical nursing skills and developing critical-thinking skills. The evaluation study detected significant early change in the approach that the students adopted to learning following exposure to the modules. The deliverables included the web-enriched learning modules accessible via the CU eLearning System.


A total of 75 students were interviewed, and 607 (pre-test) and 506 (post-test) completed questionnaires (response rate 72.7% and 60.6% respectively) were collected. The results showed that there was a significant increase in the subscale score of ‘deep approach’ among the first, second and fourth year students; while the third year students were less liable to adopt ‘surface approach’ to learning.

Dissemination, diffusion and impact

The projects had been presented in five local conferences or events and one international conference. The results showed that engaging students in higher-order cognitive reasoning exercises are advantageous at developing their life-long learning skills and promoting deep learning.