healthcare

Article
Effectiveness of Multimedia-Based Learning on the
Improvement of Knowledge, Attitude, and Behavioral Intention
toward COVID-19 Prevention among Nurse Aides in Taiwan: A
Parallel-Interventional Study
Yi-Min Hsu 1,2 , Ting-Shan Chang 3 , Chien-Lun Chu 4 , Shu-Wen Hung 1 , Chih-Jung Wu 5 , Tzu-Pei Yeh 2
and Jiun-Yi Wang 6, *

1 Department of Nursing, China Medical University Hospital, No. 2, Yude Rd., North District,
Taichung 404332, Taiwan; [email protected] (Y.-M.H.); [email protected] (S.-W.H.)
2 School of Nursing, China Medical University, No. 100, Sec. 1, Jingmao Rd., Beitun District,
Taichung 406040, Taiwan; [email protected]
3 School of Nursing, Fooyin University, 151 Jinxue Rd., Daliao District, Kaohsiung 83102, Taiwan;
[email protected]
4 Cancer Registry and Screening, Cancer Center, China Medical University Hospital, No. 2, Yude Rd., North
District, Taichung 404332, Taiwan; [email protected]
5 Department of Hematology and Oncology, China Medical University Hospital, No. 2, Yude Rd., North
District, Taichung 404332, Taiwan; [email protected]
6 Department of Healthcare Administration, Asia University, 500, Lioufeng Rd., Wufeng,
Taichung 41354, Taiwan
* Correspondence: [email protected]; Tel.: +886-4-23323456 (ext. 1861); Fax: +886-4-23321206
Citation: Hsu, Y.-M.; Chang, T.-S.;
Chu, C.-L.; Hung, S.-W.; Wu, C.-J.;
Abstract: Because nurse aides are one of the first-line care providers in hospitals, they should possess
Yeh, T.-P.; Wang, J.-Y. Effectiveness of
better knowledge, attitude, and behavioral intention toward COVID-19 during the pandemic. This
Multimedia-Based Learning on the
study aimed to compare the improvements of COVID-19-related education on learning outcomes
Improvement of Knowledge,
Attitude, and Behavioral Intention
between multimedia-based and traditional face-to-face learning models for nurse aides. The parallel-
toward COVID-19 Prevention among group randomized controlled trial recruited 74 participants in both the experimental and control
Nurse Aides in Taiwan: A Parallel- groups. Two 90 min interventions with the same contents, but in different ways, were delivered.
Interventional Study. Healthcare 2022, A structured questionnaire was used to collect data of demographic information, knowledge, atti-
10, 1206. https://doi.org/10.3390/ tude, and behavioral intention toward COVID-19 before and after the interventions. Results from
healthcare10071206 generalized estimation equations analysis indicated that the nurse aides in the multimedia-based
Academic Editor: Tin-Chih
learning group had greater improvement in the scores of knowledge (difference in change: 3.2,
Toly Chen standard error: 0.97, p < 0.001), attitude (difference in change: 10.2, standard error: 2.97, p < 0.001),
and behavioral intention (difference in change: 0.5, standard error: 0.04, p < 0.001) than those in the
Received: 12 May 2022
face-to-face learning group. During the outbreak of COVID-19, multimedia-based learning as an
Accepted: 25 June 2022
effective learning method could improve the learning outcomes related to COVID-19 and achieve
Published: 28 June 2022
learning goals without close contact.
Publisher’s Note: MDPI stays neutral
with regard to jurisdictional claims in Keywords: COVID-19; multimedia-based learning; nurse aides
published maps and institutional affil-
iations.

1. Introduction
Copyright: © 2022 by the authors.
In the end of 2019, Wuhan City in the Hubei province of China witnessed an upward
Licensee MDPI, Basel, Switzerland. spiral in the number of pneumonia cases with a new strain of coronavirus [1], namely
This article is an open access article COVID-19. The rapid spread of infections from the new strain has engendered a global
distributed under the terms and pandemic. Regardless of the fact that SARS-CoV caused severe acute respiratory syndrome
conditions of the Creative Commons from 2002 to 2003 and MERS-CoV triggered serious respiratory diseases in 2012 [2,3],
Attribution (CC BY) license (https:// medical communities in many countries still lack the experience to deal with the COVID-19
creativecommons.org/licenses/by/ outbreak. Moreover, currently there is absence of any effective medication for this virus,
4.0/). and vaccines have not yet been comprehensively used worldwide. If governments and

Healthcare 2022, 10, 1206. https://doi.org/10.3390/healthcare10071206 https://www.mdpi.com/journal/healthcare

Healthcare 2022, 10, 1206 2 of 11

health authorities fail to adopt necessary infection control approach in a timely manner, it is
very likely to see a rapid incidence of community infection, which can lead to exacerbated
medical costs and fatalities [4,5].
The presence of COVID-19 cases with no symptoms or mild symptoms makes infection
control more difficult. Without confirmation whether a patient is infected or not, healthcare
providers are prone to contract the virus and can even be infected [6]. Lack of accurate
knowledge of the infectious disease is common to lead fear, misunderstanding, and distort
views in the general public, causing avoidance and discrimination toward infected people
or healthcare providers [7]. Thus, providing relative education to healthcare providers
of COVID-19 infection prevention and methods to abate the transmission rate becomes
particularly critical.
Aging population has been increasing in Taiwan. Nurse aides have become the
primary workforce of caregiving in hospitals, home care services, and long-term care
institutes in Taiwan. For long-term care cases, they have the highest risk of having critical
symptoms and fatality among the population who have COVID-19 [8]. During the COVID-
19 outbreak, it is unavoidable that nurse aides may have to care infected patients, and it is
imperative to strengthen their knowledge and attitude toward COVID-19. However, even
if there are urgent needs for nurse aides to improve their knowledge and skills of infection
control, it could be challenging to follow learning schedules during the pandemic, and this
may impact their ability to receive on-the-job education and training. Factors related to
nursing staffs’ willingness to attend continuous in-service education include the shortage of
workforce, prolonged working time, and work-life imbalances. Traditional lecture methods
of in-service education could be difficult for nurses mainly due to working time and lecture
schedule conflicts, as well as travel. Through offering digital learning, the difficult issues
described above could be addressed [9].
On-line education is not a novel concept; human society began a whole new era in
learning a long time ago because of the boost of digital world [10]. Multiple media used
in education could resolve past difficulties such as limitations in time and location; this
method allowed more and more learners to obtain crucial knowledge without the above
concerns. Theories in digital learning include behaviorism, cognitivism, and construc-
tivism. Behaviorism helps educators to make the curriculum design structured so that
target learners can handle the concepts, skills, and relative information clearly; in addi-
tion, according to these constructions, more appropriate methods will be used to evaluate
learning outcomes. Regarding constructivism, it could be used to understand the learners’
experiences of constructing individual knowledge [11–13]. In terms of teaching strategies
applied in digital learning, the strategies focus on learner-based methods; the teacher
should be leaders and facilitators. Students are encouraged to become self-regulated,
self-mediated, and self-aware; therefore, they may actively choose learning targets and
control the progress of learning. Creativity problem solving teaching models could be used
simultaneously for enhancing stimuli, knowledge internalization, and coping diversity;
this circumstance may push students to develop abilities in independent judgment and
logical thinking. Multimedia-based learning also emphasizes the influences of contexts,
especially learning scenarios and groups; for instance, interactions between peers or stu-
dents and teachers. Cooperation learning is recognized as a great learning strategy to make
learning meaningful and increase the learning effects [14]. However, multimedia-based
learning has its limitations, including whether sound teaching and evaluation platforms
are available, the learners’ motivations and activity, and the teaching scenario settings.
As long as these limitations can be avoided, the multimedia-based learning may reach
maximum effectiveness.
Studies have indicated that multimedia learning has shown beneficial outcomes, such
as effective delivery of information to learners, attention attraction, better understanding
among learners of learning contents, and the improvement of professional awareness
and skills among healthcare providers. Therefore, this method is widely used to deliver
health-related education in clinical settings [15–17].
Healthcare 2022, 10, 1206 3 of 11

After the COVID-19 outbreak, to avoid the incidences of cluster infection, digital-
based learning has become the priority learning method in schools and hospitals. However,
more evidence would be required to confirm the benefit of digital-based learning under
COVID-19. This study aimed to explore and compare the learning outcomes between the
multimedia-based learning and traditional face-to-face learning regarding the knowledge,
attitude, and behavioral intention of nurse aides. Nurse aides are assumed to achieve better
understanding in regard to COVID-19-related issues through multimedia-based education,
so that they can have better self-protection and management which may result in higher
willingness to take care of infected cases.

2. Materials and Methods

2.1. Study Design and Procedure
This is an interventional study with two parallel groups. Participants who worked
in a medical center in central Taiwan were enrolled in March 2020. The participants were
nurse aides with full training qualifications in Taiwan and with at least six months of
work experience. This study adopted random grouping to allocate nurse aides from this
medical center into two groups by lots. The participants in the experimental group received
teaching intervention delivered by multimedia-based teaching, and the others who were in
the control group received traditional face-to-face teaching. All participants were asked to
complete a pre-test questionnaire at 90 min before the learning intervention and a post-test
questionnaire. The two groups were not allowed to discuss or use books or websites
when they were filling in the questionnaires. Everyone sat at a distance to maintain social
distance. The number of participants was 74 in each group. Among the 148 participants,
21 of them (16 from the experimental group and 5 from the control group) were excluded
from the study because of uncompleted responses in the questionnaires. Ultimately, the
analyzed sample included 69 and 58 participants in the experimental and control groups,
respectively (Figure 1).

2.2. Ethics Approval

This study was approved by the Institutional Review Committee of China Medical
University in Taiwan (No: CMUH109-REC1-056). The purpose and procedures of this study
were explained to the potential participants before enrolment. After obtaining informed
consent forms, those participants were introduced and started the training modules.

2.3. Educational Intervention Program

Participants in the experimental group received educational intervention delivered by
multimedia-based learning. The education material was mainly formed from the policies
issues of the Central Epidemic Command Center (CECC) in Taiwan and reviewed by
the infection control team in the hospital. After careful revision, the material was edited,
designed, and subsequently recorded as a video for educational use. The education contexts
included COVID-19-related knowledge and necessary skills demonstrations. The course
contexts are: (1) knowledge of COVID-19; (2) hand hygiene; (3) steps to put on and take off
protective equipment; and (4) cough etiquette, etc. The education materials were reviewed
and assessed for practical feasibility by five specialists, including an infection control
physician, a thoracic medicine physician, an infection control nurse, a head nurse of the
infection ward, and a university professor. Based on the professionals’ consensus and
feedback on the first version of the education material, the video was revised accordingly
to ensure the appropriateness and accuracy of the contents. In the next phase, one nurse
aide was invited to view the video to ensure that the multimedia-based intervention was
feasible and acceptable. The COVID-19 prevention video was provided to every participant
in the experimental group. As for the control group, the intervention was delivered in
a traditional face-to-face approach, and an infection control nurse delivered the lecture
in which the content was kept the same as the experimental group. The duration of the
Healthcare 2022, 10, 1206 4 of 11

intervention
Healthcare 2022, 10, x FOR PEER REVIEW for both groups lasted for 90 min. Therefore, the comparison of the learning
4 of 12
outcomes from different intervention methods could be evaluated fairly.

Figure 1. Participant recruitment and follow-up flowchart.

Figure 1. Participant recruitment and follow-up flowchart.

2.2.
2.4. Ethics Approval
Instruments
This study applied
was approved by the Institutional
a self-developed Review
questionnaire Committee
combined of China
the research Medical
from Alkot
University in Taiwan (No:
(2016) and information fromCMUH109-REC1-056).
the researchers’ clinicalThe purpose and
experiences. Theprocedures of this
questionnaire in-
study
cludeswere explainedinformation,
demographic to the potential participants
scales of knowledge,before enrolment.
attitude, After obtaining
and behavioral in-
intention
formed
toward consent
COVID-19. forms, those participants
Demographic were introduced
information includes age, andgender,
startededucational
the traininglevels,
mod-
ules. duration as a nurse aide (years), experience in providing care for cases with infectious
work
diseases, and experience in providing care for suspected COVID-19 cases. The knowledge
2.3.
scaleEducational
consists ofIntervention Program the incubation period, the transmission route, etc.).
11 items (including
EachParticipants
correct answer gets one point. The
in the experimental grouptotal scores educational
received range from intervention
0 to 11, a higher score
delivered
represents possessing better knowledge of COVID-19. This scale shows
by multimedia-based learning. The education material was mainly formed from the poli- good reliability and
cies issues of the Central Epidemic Command Center (CECC) in Taiwan and reviewedand
validity; the average value of the content validity index (CVI) from six experts was 0.92, by
the value of Kuder–Richardson formula 21 (KR21) was 0.523. The attitude
the infection control team in the hospital. After careful revision, the material was edited,scale comprises
15 items (including
designed, fear of becoming
and subsequently recordeda source of infection
as a video or being use.
for educational infected, fear of going
The education con-to
a hospital to work, etc.). The five-point Likert scale was applied; thus,
texts included COVID-19-related knowledge and necessary skills demonstrations. The the total scores range
from 15contexts
course to 75. Aare:
higher score indicates
(1) knowledge more positive
of COVID-19; attitude
(2) hand toward(3)COVID-19.
hygiene; steps to putTheonscale
and
also exhibits good reliability and validity; the average value of the CVI from
take off protective equipment; and (4) cough etiquette, etc. The education materials were six experts is
0.94, and the value of Cronbach’s alpha is 0.764. The behavioral intention scale is composed
reviewed and assessed for practical feasibility by five specialists, including an infection
of six items (including the willingness to comply with protective measures and to avoid
control physician, a thoracic medicine physician, an infection control nurse, a head nurse
crowded places, etc.). An answer following the suggested guideline gets one point. The
of the infection ward, and a university professor. Based on the professionals’ consensus
total scores range from 0 to 6; a higher score represents a more positive behavioral intention
and feedback on the first version of the education material, the video was revised accord-
ingly to ensure the appropriateness and accuracy of the contents. In the next phase, one
nurse aide was invited to view the video to ensure that the multimedia-based intervention
Healthcare 2022, 10, 1206 5 of 11

toward COVID-19. This scale has good reliability and validity as well; the average value of
the CVI = 0.97, and the value of KR21 = 0.507.
Sample size was calculated by using the G*power 3.1 software [18]. When the sample
size is 98–150, two-group repeated measures ANOVA (Analysis of Variance) was set with
a 0.05 significance level and had 80% power to detect a difference in means across the
three levels of the repeated measures factor characterized by a correlation among repeated
measures of 0.5 and an effect of 0.2–0.25.

2.5. Statistical Analysis

After data was cleaned, statistical analyses were performed by using IBM SPSS (Sta-
tistical Product and Service Solution) version 22. For descriptive analysis, the number of
participants, percentage, mean, and standard deviation were used to present the distribu-
tions of the variables. Score change in each scale was defined as the score in the post-test
minus the score in the pre-test. For inferential analysis, the independent t-test, chi-square
test, one-way ANOVA, and post hoc analysis were used to examine the difference of the
means between the two groups; multiple linear regression was done to determine which
variables in the demographic characteristics were related to the score changes in knowledge,
attitude, and behavior pattern. The Pearson correlation coefficient was analyzed to measure
the associations of the score changes in the knowledge, attitude, and behavior patterns in
nurse aides. Finally, the generalized estimating equations (GEE) were used to evaluate
the effects of the two teaching methods on the score changes. The significance level of the
statistical analysis was set to 0.05.

3. Results
Among the 127 study participants, the majority were female (74.8%), over 50 years
old (79.5%), and married (81.1%). In terms of educational levels, 51.2% of the participants
held a senior high school degree, and 37% had a junior high school degree. Most of the
participants had worked for three to ten years (45.6%), followed by those for more than
ten years (40.2%); 62.5% of the participants had experience in providing care for patients
with infectious diseases, only 0.4% of them had experience in providing care for cases
with COVID-19. The results of chi-square test demonstrated that there were significant
differences between the two groups in the variables of age (p = 0.013), years of working
(p < 0.001), the experience of caring for patients with infectious diseases (p = 0.016), and the
experience of caring for patients with COVID-19 (p = 0.042). No significant difference was
found in genders, marital statuses, and educational levels (Table 1).

Table 1. Distributions of demographic characteristics of the study participants.

Total Multimedia-Based Learning Face-to-Face Learning

Variables (n = 127) (n = 69) (n = 58) p-Value
n % n % n %
Gender 0.716
Male 32 25.2 16 23.2 16 27.6
Female 95 74.8 53 76.8 42 72.4
Age (years) 0.013
50 or under 26 20.5 8 11.6 18 31.0
Over 50 101 79.5 61 88.4 40 69.0
Marital Status 0.107
Married 103 81.1 60 87.0 43 74.1
Single 24 18.9 9 13.0 15 25.9
Education Level 0.209
Junior high school 47 37.0 26 37.7 21 36.2
Senior high school 65 51.2 38 55.1 27 46.6
University/Junior college 15 11.8 5 7.2 10 17.2
Healthcare 2022, 10, 1206 6 of 11

Table 1. Cont.

Total Multimedia-Based Learning Face-to-Face Learning

Variables (n = 127) (n = 69) (n = 58) p-Value
n % n % n %
Working Experience <0.001
Under 3 years 18 14.2 3 4.4 15 25.9
3 to 10 years 58 45.6 41 59.4 17 29.3
Over 10 years 51 40.2 25 36.2 26 44.8
Experience of Caring for a
Case with Infectious 0.016
Diseases
Yes 79 62.2 50 72.5 29 50.0
No 48 37.8 19 27.5 29 50.0
Experience of Caring for a
0.042
Case with COVID-19
Yes 5 3.9 0 0.0 5 8.6
No 122 96.1 69 100.0 53 91.4

Based on the paired t-test, it showed that the scores in the post-test were significantly
higher than those in the pre-test in both groups in all three scales (p < 0.001). The interac-
tions in the generalized estimation equations (GEE) also showed significant results (p <
0.001), which meant the nurse aides in the multimedia-based learning group had greater
improvement in knowledge, attitude, and behavioral intention than those in the face-to-face
learning group (Table 2).

Table 2. Distributions and comparisons of the scores in knowledge, attitude, and behavioral intention.

Multimedia-Based Learning Face-to-Face Learning

(n = 69) (n = 58)
Item Mean ± SD Mean ± SD p-Value †
Pre-test Post-test Pre-test Post-test
Score of 4.94 ± 1.57 9.48 ± 0.63 *** 7.00 ± 2.41 8.72 ± 1.54 *** <0.001
Knowledge
Score of Attitude 38.54 ± 4.56 62.84 ± 2.13 *** 31.78 ± 9.71 44.29 ± 12.95 *** <0.001
Score of Behavioral 4.17 ± 1.26 5.91 ± 0.28 *** 5.16 ± 1.24 5.90 ± 0.31 *** <0.001
Intention
*** p < 0.001 based on the paired t-test for comparing the mean scores between pre-test and post-test. † p-value of
the interaction term (group*time) in the generalized estimating equations.

The correlation analysis showed significant results between either two of knowledge,
attitude, and behavioral intention (p < 0.01), in which the correlation coefficients were
0.288, 0.534, and 0.235, respectively; the greater the score changes of knowledge, the greater
change can also be found in the score of attitude, and likewise to the score of behavioral
intention (Table 3).

Table 3. Correlation analysis for the score change in knowledge, attitude, and behavioral intention.

Item Score Change in Knowledge Score Change in Attitude Score Change in Behavioral Intention
Score Change in Knowledge 1
Score Change in Attitude 0.288 ** 1
Score Change in Behavioral Intention 0.534 ** 0.235 ** 1
** p < 0.01.

Results of the regression analysis suggested that educational level was an associated
factor, where participants holding a junior high school degree had greater score improve-
ment than those holding junior college or university degree (t = −2.375, p < 0.05). Apart
from that, participants with experience of caring for COVID-19 cases had greater score
improvement in the knowledge dimension (t = −3.588, p< 0.001). In terms of the associated
factors for the mean score changes of attitude, participants who had more than ten years
of work experience had greater improvement than those who had been worked less than
three years (t = 2.362, p < 0.05). Regarding the score improvements of knowledge and
Healthcare 2022, 10, 1206 7 of 11

attitude, the traditional face-to-face learning group showed smaller score changes than the
multimedia-based learning group (both p < 0.001). In addition, the score improvement of
behavioral intention was significantly associated with the score improvement of knowledge
(p < 0.001) (Table 4).

Table 4. Multiple linear regression analysis: exploring associated factors for the score changes in
knowledge, attitude, and behavioral intention.

Score Change in
Score Change in Knowledge Score Change in Attitude Behavioral Intention
Regression t Regression t Regression t
Coefficient Coefficient Coefficient
Gender
Male ref. ref. ref.
Female −0.422 −0.923 −0.473 −0.225 0.337 1.377
Age
50 or under ref. ref. ref.
Over 50 −0.661 −1.856 −2.047 −1.236 0.144 0.740
Marital Status
Married ref. ref. ref.
Single −0.001 −0.003 −3.321 −1.583 −0.165 −0.670
Education Level
Junior high school ref. ref. ref.
Senior high school −0.322 −0.735 −1.283 −0.638 −0.218 −0.930
University/Junior college −1.644 −2.375 * 0.966 0.297 −0.471 −1.246
Working Experience
Under 3 years ref. ref. ref.
3 to 10 years −0.384 −0.488 8.300 2.298 −0.135 −0.315
Over 10 years 0.294 0.388 8.213 2.362 * 0.437 0.293
Experience of Caring for a
Case with Infectious
Diseases
Yes ref. ref. ref.
No −0.184 −0.411 −1.559 −0.759 0.445 1.857
Experience of Caring for a
Case with COVID-19
Yes ref. ref. ref.
No −3.918 −3.588 *** 4.219 0.799 0.339 0.551
Group
Multimedia-based ref. ref. ref.
Learning
Face-to-face Learning −3.086 −7.085 *** −11.946 −4.997 *** −0.256 −0.836
Score Change of
0.314 0.737 0.239 4.813 ***
Knowledge
Score Change of Attitude 0.007 0.603
* p < 0.05, *** p < 0.001.

Score change was defined as the score in the post-test minus the score in the pre-test.

4. Discussion
The result of this study showed that in the multimedia-based learning group, the
scores of knowledge, attitude, and behavioral intention in the nurse aides in the post-test
are significantly higher than those in the pre-test. Educational levels, working durations,
and willing to take care of COVID-19 patients are significant related variables to nurse
aides’ knowledge, attitude, and behavior. The research findings indicated that the higher
educational level group revealed the higher scores in knowledge, which is consistent with
previous studies abroad [19,20]. Naser et al. (2020) conducted a survey across three Middle
Eastern countries (Jordan, Saudi Arabic, and Kuwait) under the COVID-19 pandemic, to
understand people’s knowledge and behavior. In 1208 Middle Eastern people, in those
who had educational levels, their scores in COVID-19-related knowledge were higher [21].
Chang, Tzou, and Rehn (1999) investigated 60 Taiwanese nurses’ knowledge and behavior
intention toward Acquired Immune Deficiency Syndrome (AIDS); the results indicated that
nurses who had more work experience, were older in age, and had had experiences in caring
for AIDS patients showed the higher scores in knowledge dimension. The research results
Healthcare 2022, 10, 1206 8 of 11

were similar to this study. Those nurse aides who had more work experience and had actual
caring experience in caring for infectious disease patients showed higher levels in related
knowledge. Regarding the older ages and working durations in nurse aides, they may have
more opportunities to receive educational training; therefore, in this study, nurse aides
who had longer working durations obtained higher scores in knowledge. According to
previous literature, knowledge may directly influence attitude; when medical and nursing
staffs have richer knowledge, they also have greater confidence to beat the virus [22]. The
learners’ self-motivation is an important factor in multimedia-based learning [23]. This
study focused on COVID-19 prevention education in nurse aides, which may influence
their own safety to work in hospitals during the pandemic. In addition, nurse aides mainly
gain new knowledge of disease care via continuous in-service education from hospitals.
Therefore, the motivation of the learners was quite sufficient in this study.
Chang and Hsu (2010) conducted research on nurses by using multimedia as a learn-
ing method in Taiwan; the results showed that the scores of the electrocardiogram (ECG)
knowledge of the experimental group were higher than the control group [24]. This finding
suggested that digital-based learning strategies can be utilized in continued training for
nursing staff to increase the interest and motivation in learning, and also in improving the
learning results. Yueh et al. (2012) examined the attitudes and perspectives of graduate
students toward lectures delivered through multimedia, and the result indicates that the
students preferred the multimedia-assisted learning method instead of traditional lectures
in classrooms. Moreover, digital-based learning is beneficial in improving students’ compre-
hension of course contents; thus, the learning ability is increased [25]. A study by Hemmati,
Omrani, and Hemmati (2013) also showed a similar result. In their study, they delivered
continuing medical education of CPR training to 80 physicians, where the training was
conducted in two models—digital-based learning and traditional classroom lecture with
slides. After the training sessions, tests were conducted, and the results indicated that the
score of the digital-based learning was higher than the traditional slideshows lectures [26].
George et al. (2014) conducted a systematic review which included 59 articles; the study
participants included 6750 students in medicine, dentistry, nursing, physical therapy, and
pharmacology. The study results revealed that the students who received lectures in
a digital model had significantly better outcomes in knowledge acquirement, attitude,
and satisfaction than those who received lectures in classrooms [27]. Momennasab et al.
(2018) investigated the effect of digital-based learning on the knowledge and attitude of
150 high school teachers about the prevention of health-risk behaviors in students. The
result showed that both multimedia and booklets could enhance the teachers’ knowledge
and improve their attitudes toward the prevention of health-risk behaviors [28]. Chu et al.
(2019) examined the ability of new nurses to conduct pain assessment and treatment
through multimedia and simulated scenario instruction. In this study, 86 new nurses were
allocated into two groups: the experimental group and the control group. The control
group underwent pain assessment training by traditional slides in classrooms. As for the
experimental group, participants received the training with the same contents as that in the
control group but in a multimedia-assisted model. Post-test questionnaires were completed
after training, and the results showed that the experimental group had significantly higher
satisfaction scores and demonstrated greater knowledge and pain assessment ability than
the control group [29]. The multiple media courses are able to demonstrate practical and
skill lectures completely, and could be an important factor that makes students deepen
learning impression and internalize the contexts into their own knowledge. In digital-based
learning, the learning profile, completion, and result may be recorded through sound
learning platforms such as viewing times and duration of watching; the instructors may
evaluate the learning process and outcomes [30]. However, it is worthy to consider that
the changes of attitude and behavior are difficult to measure. In this study, even though
the behaviors between two groups did not reach statistical significance in the regression
analysis, there were significant differences in knowledge and attitude between groups. The
literature indicated that behavior changes usually happen after knowledge and attitude
Healthcare 2022, 10, 1206 9 of 11

have changed. This study only evaluated the learning outcomes pre- and post- lecture,
therefore, the short-term effects of changes in knowledge and attitudes were observed. In
terms of long-term influences of behavior changes, more time is needed to complete the
complete evaluation.
This study showed similar results with the studies mentioned above, in those stud-
ies conducted in Taiwan and overseas, multimedia learning could improve knowledge,
attitude, and behavioral intention [24,28,29]. However, Lahti, Hätönen, and Välimäki
(2014) had a different finding in their systematic review study; there were 2491 nurses and
nursing students were enrolled. They concluded that there was no statistically significant
difference between groups in e-learning and traditional learning relating to nurses’ or
nursing students’ knowledge and skills [31]. This may be due to the fact that skills in the
digital-based learning had not been integrated into clinical practice in the past, which may
lead to no difference between digital learning and traditional classroom learning. The
learning material in this study is about infection control skills that are urgently needed and
closely related to the participants; thus, the learning outcome of digital-based learning was
improved largely.
In terms of the associated factors, the extent of knowledge improvement was signifi-
cantly associated with the experience of providing care for cases with COVID-19. The score
improvement in the attitude was associated with work experience, where participants with
at least ten years of working experience had a greater extent of score improvement in the
attitude than those who have worked for less than three years [32].
According to the results of the literature reviewed above and the research results in
this study, digital-based educational intervention exhibits greater learning outcomes in
knowledge, attitude, and behavioral intention in nurse aides than traditional face-to-face
learning. It is suggested that digital-based learning can be used as an efficient method of
educational training for nurse aides. Especially during the pandemic of COVID-19, digital-
based learning may decrease the risk of cluster infection and community infection [33]. In
the rapid-change circumstances under the pandemic, multimedia-based learning is strongly
suggested to be included in nurse aides’ continuous education in the future; in order to
increase the acquisition of pathways, reducing the impact factors from outside environment
to complete the in-service education is needed. Digital learning could save learners’ time
and costs in updating the latest knowledge and skills [34].

5. Limitations
Under the pandemic, this study only enrolled nurse aides from one medical center in
central Taiwan; thus, the result may not be generalized to all the nurse aides in hospitals.
Every hospital has its own training system and nursing guidelines which could be very
different; this study only explored nurse aides’ in-service education program in one medical
center. The generalization of the study results could be improved if the same education
program is applied in various sites with larger sample size, or in other professional groups
who work in hospital.
Although only a small number of participants had limited experiences in caring
forCOVID-19 patients, this educational program is still worthy of being applied in training
new nurse aides, because nurse aides can immediately learn the knowledge, attitude
and skills, and apply them to care for patients immediately after this education program.
In this multimedia-based learning design, there were no interactive activities included
in the course, which might limit the learning effectiveness. In future multimedia-based
learning course design, interactive learning model should be introduced to increase the
learning effects.

6. Conclusions
This study demonstrates that multimedia-based educational intervention can deliver
knowledge and skills related to COVID-19. In addition, the video display may be helpful in
reinforcing the impression of learning in nurse aides. Therefore, during a global pandemic
Healthcare 2022, 10, 1206 10 of 11

with such great impact, a multimedia-based learning approach should be considered as an

effective strategy to avoid cluster infection, enhance knowledge acquisition, and strengthen
learners’ attitude and behavioral intention simultaneously. However, the effectiveness and
applicableness of multimedia-based learning should be further evaluated in different areas,
populations, and professional groups.

Author Contributions: Conceptualization and supervision: Y.-M.H.; methodology: Y.-M.H., J.-Y.W.

and S.-W.H.; formal analysis and investigation: Y.-M.H., C.-L.C. and J.-Y.W.; writing—original draft
preparation, review and editing: Y.-M.H., T.-S.C., C.-J.W. and T.-P.Y.; funding acquisition and re-
sources: Y.-M.H., J.-Y.W. All authors have read and agreed to the published version of the manuscript.
Funding: This research received no external funding.
Institutional Review Board Statement: This study was approved by the Institutional Review Com-
mittee of China Medical University in Taiwan (No: CMUH109-REC1-056).
Informed Consent Statement: Informed consent was obtained from all subjects involved in the study.
Data Availability Statement: Not applicable.
Acknowledgments: The authors would like to thank the volunteers who agreed to participate in this
study and provided invaluable data.
Conflicts of Interest: The authors declare that there are no conflict of interest.

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