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This study was conducted through the comparison of pre-test and post-test to identify the effect of web-based instruction on nursing students? arithmetical and drug dosages calculation skills. The study was performed during 2012-2013 education years with 63 students within reach, who enrolled in Faculty of Nursing in Hacettepe University and accepted to take part in study as volunteers and had the opportunity to access for computer and internet. First, an education booklet was developed in order to form a basis for the designed web site content and data collection instruments prepared for the purpose of collecting research data. Then, data collection instruments were prepared and revised based on experts? opinions; its clarity was tested through pre-application and an item analysis was performed. Later on, support was provided from a professional web designer and the web site was designed. In research in class environment the test booklets consisting of the parts such as ?Demographic Information Form?, ?Arithmetic Skill Test,? and ?Drug Dosage Calculation Skill Test? were performed (Pre-test). The students participated in the web-based instruction for eight weeks. Following this instruction a post-test containing ?Arithmetic Skill Test? and ?Drug Dosage Calculation Skill Test? were applied as web-based to students again (post-test). In the analysis of date obtained from the study the number, percentage, average, standard deviation, Wilcoxon Test, and Kruskal Wallis Test were employed. Results of the study revealed those students? arithmetical skill score averages were 74.98±12.14 before the web-based instruction but that their score average was 82.03±9.33 after the web-based instruction. Whilst the score average of drug dosage skill test was 71.55±12.29 before the web-based instruction, the score average rose to 85.97±9.05 after the web-based instruction. A significant difference was specified between arithmetical skill score averages and drug dosage skill score averages during pre and post-web based instructions (p |
