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Jin S, Kim JH. Effectiveness synchronous e-learning in nursing education: A meta-analysis and subgroup analysis. Nurse Educ Pract 2024; 78:104029. [PMID: 38943761 DOI: 10.1016/j.nepr.2024.104029] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2024] [Revised: 06/05/2024] [Accepted: 06/11/2024] [Indexed: 07/01/2024]
Abstract
AIM This study aimed to identify the best available evidence of the effects of synchronous e-learning in nursing education through a meta-analysis and to compare mean effect sizes between study subgroups. BACKGROUND With the rapid development of synchronous e-learning, adequate preparation is essential, as the formulation of effective educational strategies is crucial for learners' success. However, rather than focusing solely on using technology to implement e-learning, instructors should design education programs that meet learning objectives while considering appropriate technologies and types of interactions. DESIGN A meta-analysis and a subgroup analysis were conducted. METHODS English and Chinese databases including PubMed, Embase, CINAHL, Web of Science, Cochrane Library and China National Knowledge Infrastructure were searched for relevant articles published between the inception of these databases through May 2023. The search included the establishment of these databases up until May 2023. Using a search strategy, we identified 3273 potentially relevant articles. Ten primary studies were included in the final analysis. We used random effect models to synthesize effect size (ES) and accommodate heterogeneity for the main effect. Sub-group analyses were conducted to analyze the variations in effect size to investigate possible causes of heterogeneity. RESULTS We found synchronous e-learning to be more effective compared with the control groups, with a pooled random-effects standardized mean difference of 0.51, which is a medium effect size. Regarding learning outcomes, the effect size of reactions to learning (ES = 0.91, confidence interval [CI] = 0.14, 1.67) was higher than that of the psychomotor domain (ES = 0.57, CI = 0.17, 0.98), cognitive domain (ES = 0.63, CI = 0.11, 1.15) and affective domain (ES = 0.40, CI = 0.03, 0.76). In terms of interaction types and study characteristics were more effective if the studies included learner-learner interaction (ES = 0.83, CI = 0.36, 1.29), developed regions (ES = 0.55, CI = 0.17, 0.94), undergraduate nursing students (ES = 0.56, CI = 0.32, 0.80), no randomization (ES = 0.75, CI = 0.40, 1.10) and funding support (ES = 0.78, CI = 0.41, 1.16). CONCLUSIONS Well-designed synchronous e-learning courses should consider learners' motivations and self-directed learning abilities by providing diverse learning resources and environments. Nurse educators should develop synchronous e-learning teaching strategies that include peer interaction. The affective domain of learning in synchronous e-learning needs to be developed and considered in future research.
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Affiliation(s)
- Songxian Jin
- College of Nursing, The Catholic University of Korea, 222 Banpo-daero Seocho-gu, Seoul 06591, South Korea
| | - Jung-Hee Kim
- College of Nursing, The Catholic University of Korea, 222 Banpo-daero Seocho-gu, Seoul 06591, South Korea.
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Brehon K, MacIsaac R, Bhatia Z, Buck T, Charbonneau R, Crochetiere S, Donia S, Daoust J, Ho C, Kainth H, Loewen J, Lorch B, Mastrodimos K, Neunzig B, Papathanassoglou E, Parmar R, Pohar Manhas K, Tenove T, Velji E, Loyola-Sanchez A. Outcomes of Implementing a Webinar-Based Strategy to Improve Spinal Cord Injury Knowledge and Community Building: Convergent Mixed Methods Study. JMIR Rehabil Assist Technol 2023; 10:e46575. [PMID: 37351945 DOI: 10.2196/46575] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2023] [Revised: 05/18/2023] [Accepted: 05/19/2023] [Indexed: 06/24/2023] Open
Abstract
BACKGROUND COVID-19 disrupted services received by persons with spinal cord injury (SCI) worldwide. The International Disability Alliance declared the need for a disability-inclusive response to the COVID-19 crisis, as decreased access to health care services for individuals living with varying levels of function was unacceptable. As a result, an SCI community in Canada created a novel webinar-based strategy aimed at improving access to self-management information for people living with SCI and other stakeholders. However, although telehealth practices have previously been used effectively in SCI management and rehabilitation, little to no scholarship has investigated the outcomes of implementing a webinar-based telehealth strategy in this population. OBJECTIVE This study aims to understand the outcomes of implementing the webinar series. Specifically, the authors aimed to determine the reach of the series; understand its impact on social connectedness, perceptions of disability, and overall quality of interactions among persons with SCI, their families, service providers, and the public at large; and explore the long-term sustainability of the initiative. METHODS The authors implemented a community-based participatory strategy to define a convergent mixed methods design to triangulate qualitative and quantitative data collected simultaneously. Quantitative methods included pop-up questions administered during the live webinars, surveys administered following webinars, and an analysis of YouTube analytics. Qualitative methods included semistructured interviews with persons with SCI and health care providers who attended at least one webinar. The results were integrated, following methods adapted from Creswell and Clark. RESULTS A total of 234 individuals attended at least 1 of the 6 webinars that took place during the 6-month study period. In total, 13.2% (31/234) of the participants completed the postwebinar survey, and 23% (7/31) participated in the semistructured interviews. The reach of the webinar series was mainly to persons with SCI, followed by health professionals, with most of them living in urban areas. The topics sexuality and research were the most viewed on YouTube. The knowledge disseminated during the webinars was mainly perceived as valid and useful, related to the fact that the presentation format involved people with lived experience and clinical experts. The webinars did not necessarily help build a new extended community of people involved in SCI but helped strengthen the existing community of people with SCI in Alberta. The webinar positively influenced the perceptions of normality and disability regarding people with SCI. The webinar format was perceived as highly usable and accessible. CONCLUSIONS The webinar series was associated with improved participant knowledge of what is possible to achieve after an SCI and their perceptions of disability. The long-term implementation of this initiative is feasible, but further considerations to increase its reach to rural areas and ensure the integration of diverse individuals should be taken.
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Affiliation(s)
- Katelyn Brehon
- Department of Physical Therapy, University of Alberta, Edmonton, AB, Canada
| | - Rob MacIsaac
- Spinal Cord Injury Alberta, Edmonton, AB, Canada
| | - Zahra Bhatia
- Spinal Cord Injury Alberta, Edmonton, AB, Canada
| | - Taryn Buck
- Alberta Health Services, Edmonton, AB, Canada
| | - Rebecca Charbonneau
- Department of Clinical Neurosciences, University of Calgary, Calgary, AB, Canada
- Alberta Health Services, Calgary, AB, Canada
| | | | - Scott Donia
- Praxis Spinal Cord Institute, Vancouver, BC, Canada
| | | | - Chester Ho
- Alberta Health Services, Edmonton, AB, Canada
- Department of Clinical Neurosciences, University of Calgary, Calgary, AB, Canada
- Department of Medicine, University of Alberta, Edmonton, AB, Canada
| | - Hardeep Kainth
- Alberta Health Services, Edmonton, AB, Canada
- Department of Medicine, University of Alberta, Edmonton, AB, Canada
| | | | - Brandice Lorch
- Spinal Cord Injury Alberta, Edmonton, AB, Canada
- Patient Partner, Edmonton, AB, Canada
| | | | | | - Elizabeth Papathanassoglou
- Alberta Health Services, Edmonton, AB, Canada
- Faculty of Nursing, University of Alberta, Edmonton, AB, Canada
| | | | - Kiran Pohar Manhas
- Alberta Health Services, Calgary, AB, Canada
- Faculty of Nursing, University of Alberta, Edmonton, AB, Canada
| | - Terry Tenove
- Spinal Cord Injury Alberta, Edmonton, AB, Canada
| | - Elysha Velji
- Spinal Cord Injury Alberta, Edmonton, AB, Canada
| | - Adalberto Loyola-Sanchez
- Alberta Health Services, Edmonton, AB, Canada
- Department of Medicine, University of Alberta, Edmonton, AB, Canada
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Evaluating Evidences of Effectiveness in Web-Based Nursing Education Program. COMPUTATIONAL AND MATHEMATICAL METHODS IN MEDICINE 2021; 2021:3901916. [PMID: 34868340 PMCID: PMC8639238 DOI: 10.1155/2021/3901916] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Accepted: 10/28/2021] [Indexed: 11/17/2022]
Abstract
Background Web-based education programs are essential in every field of learning, and in nursing coursework, they can contribute towards behavioral development. It is found that emerging approach of web-based nursing programs is overpowering the traditional education methods and provides flexibility in learning and training programs. Therefore, it is considered as a promising medium of learning which can take over the traditional methods because of its effectiveness. Objective A systematic review and meta-analysis was performed for analysis of efficiency and effectiveness of web-based nursing education. This study is aimed at evaluating the evidences which evaluate the effectiveness of the web-based nursing education programs. Material and Methods. Studies were selected from 2008 to 2020 available from various global databases like PubMed, Embase, CINAHL, ProQuest, and Cochrane Library. Results Five studies were selected for analysis where the results demonstrated no significant difference in the effectiveness of use of web-based nursing educational programs. Conclusion More evidences are required for supporting the efficiency and effectiveness of use of web-based programs for nursing education. Hence, more research is required for evaluating the length of nursing education, evaluating practice-based clinical aspects like success ratio for outcomes of study, type of patients handled, and severity of cases handled for better outcomes.
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Deokar R, Dodamani A, Vishwakarma P, Jadhav H, Khairnar M, Marathe P, Bhandari R, Khobragade V. Comparative evaluation of webinar, powerpoint presentation and lecture as oral health educational interventions among school children: a randomized controlled trial. HEALTH EDUCATION RESEARCH 2021; 36:116-125. [PMID: 33284959 DOI: 10.1093/her/cyaa047] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2020] [Revised: 10/05/2020] [Accepted: 10/16/2020] [Indexed: 06/12/2023]
Abstract
The study compared the effectiveness of three teaching methods on the oral health status of high school children. The study population of 791 school children selected from three different schools was randomly allocated to one of three intervention groups: (i) Webinar group (Online presentation)-260 subjects, (ii) Face to Face lecture using PowerPoint presentation (F2F PP group)-261 subjects and (iii) Control group (Only lecture)-270 subjects. Subjects from the Webinar group and F2F PP group received oral health education at an interval of 15 days starting from baseline. Subjects from the control group received oral health education only at baseline. Oral Hygiene Index (OHI) and Gingival Index (GI) were measured at baseline, at 1 month, 2 months' and 3 months' interval. OHI and GI showed a significant reduction (P = 0.001) in the Webinar group and F2F PP group; However, in the control group, OHI and GI reduced from baseline till second month and showed an increase at 3 months' interval. F2F PP group showed a maximum reduction in OHI and GI followed by the Webinar group. It can be concluded that F2F PowerPoint-based oral health education was most effective followed by the webinar method.
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Affiliation(s)
- Rahul Deokar
- Public Health Dentistry, ACPM Dental College, Dhule, Maharashtra, India
| | - Arun Dodamani
- Public Health Dentistry, ACPM Dental College, Dhule, Maharashtra, India
| | | | - Harish Jadhav
- Public Health Dentistry, ACPM Dental College, Dhule, Maharashtra, India
| | - Mahesh Khairnar
- Public Health Dentistry, Faculty of Dental Sciences, IMS, BHU, Varanasi, Uttar Pradesh, India
| | - Pratiksha Marathe
- Pediatrics and Preventive Dentistry, Pacific Dental College and Hospital, Udaipur, Rajasthan, India
| | - Rahul Bhandari
- Public Health Dentistry, Saraswati Dhanwantari Dental College and Hospital, Parbhani, Maharashtra, India
| | - Vrushali Khobragade
- Public Health Dentistry, VYWS Dental College and Hospital, Amravati, Maharashtra, India
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He L, Yang N, Xu L, Ping F, Li W, Sun Q, Li Y, Zhu H, Zhang H. Synchronous distance education vs traditional education for health science students: A systematic review and meta-analysis. MEDICAL EDUCATION 2021; 55:293-308. [PMID: 32881047 DOI: 10.1111/medu.14364] [Citation(s) in RCA: 46] [Impact Index Per Article: 15.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/17/2020] [Revised: 07/29/2020] [Accepted: 08/26/2020] [Indexed: 05/08/2023]
Abstract
CONTEXT Synchronous distance education (SDE) has been widely used for health science students in recent years. This study examined the effectiveness and acceptance of SDE compared with traditional education for health science students and explored the potential moderators that could impact the pooled results. METHODS A systematic review and meta-analysis was conducted of randomised controlled trials (RCTs) from January 2000 to March 2020 searched on nine electronic databases, including Web of Science, PubMed, Cochrane Library, Scopus, EMBASE, CINAHL, ERIC, PsycINFO, and ProQuest Dissertations and Theses. The outcomes measured were knowledge, skills with objective assessments and overall satisfaction with subjective evaluations. The pooled results were calculated using random-model effects, and moderators were explored through meta-regression. RESULTS A total of seven RCTs with 594 participants were included. At the post-test level, the pooled effect size of knowledge acquisitions (SMD 0.12, 95% CI -0.07-0.32) showed insignificant difference between the SDE and traditional education groups (P = .207), with low heterogeneity (I2 = 17.6%). Subgroup analyses observed no factors that significantly impacted the pooled results of knowledge acquisition at the post-test levels (P for interaction > 0.05). Knowledge gains from pretest to post-test in SDE groups also did not differ significantly between groups (SMD 0.15, 95% CI -0.22-0.53; P = .428). The pooled effect size of skills (SMD 0.02, 95% CI -0.24-0.28; P = .735) was similarly insignificant. The pooled effect size of overall satisfaction (SMD 0.60, 95% CI 0.38-0.83; P < .001) significantly favoured SDE over traditional education. Incorporating two-group studies without randomisations did not significantly change the overall results of knowledge acquisition at the post-test level (SMD -0.002, 95% CI -0.11-0.10; P = .994), with moderate heterogeneity (I2 = 61.9%). CONCLUSIONS Synchronous distance education was not significantly different from traditional education in effectiveness and had higher satisfaction ratings. Our findings might provide indications for adoptions of online remote education in health science education centres.
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Affiliation(s)
- Liyun He
- Department of Endocrinology, Key Laboratory of Endocrinology of National Health Commission, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Na Yang
- Department of Endocrinology, Key Laboratory of Endocrinology of National Health Commission, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Lingling Xu
- Department of Endocrinology, Key Laboratory of Endocrinology of National Health Commission, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Fan Ping
- Department of Endocrinology, Key Laboratory of Endocrinology of National Health Commission, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Wei Li
- Department of Endocrinology, Key Laboratory of Endocrinology of National Health Commission, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Qi Sun
- Department of Endocrinology, Key Laboratory of Endocrinology of National Health Commission, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Yuxiu Li
- Department of Endocrinology, Key Laboratory of Endocrinology of National Health Commission, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Huijuan Zhu
- Department of Endocrinology, Key Laboratory of Endocrinology of National Health Commission, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Huabing Zhang
- Department of Endocrinology, Key Laboratory of Endocrinology of National Health Commission, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
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Swords C, Bergman L, Wilson-Jeffers R, Randall D, Morris LL, Brenner MJ, Arora A. Multidisciplinary Tracheostomy Quality Improvement in the COVID-19 Pandemic: Building a Global Learning Community. Ann Otol Rhinol Laryngol 2020; 130:262-272. [PMID: 32680435 PMCID: PMC7369399 DOI: 10.1177/0003489420941542] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
OBJECTIVES To report experience with a global multidisciplinary tracheostomy e-learning initiative. METHODS An international multidisciplinary panel of experts convened to build a virtual learning community for tracheostomy care, comprising a web-based platform, five distance learning (interactive webinar) sessions, and professional discourse over 12 months. Structured pre- and post-webinar surveys were disseminated to global participants including otolaryngologists, intensivists, nurses, allied health professionals, and patients/caregivers. Data were collected on audio-visual fidelity, demographics, and pre- and post-tutorial assessments regarding experience and skill acquisition. Participants reported confidence levels for NICU, pediatric, adult, and family care, as well as technical skills, communication, learning, assessment, and subdomains. RESULTS Participants from 197 institutions in 22 countries engaged in the virtual education platform, including otolaryngologists, speech pathologists, respiratory therapists, specialist nurses, patients, and caregivers. Significant improvements were reported in communication (P < .0001), clinical assessments (P < .0001), and clinical governance (P < .0001), with positive impact on pediatric decannulation (P = .0008), adult decannulation (P = .04), and quality improvement (P < .0001). Respondents reported enhanced readiness to integrate knowledge into practice. Barriers included time zones, internet bandwidth, and perceived difficulty of direct clinical translation of highly technical skills. Participants rated the implementation highly in terms of length, ability for discussion, satisfaction, applicability to professional practice, and expertise of discussants (median scores: 4, 4, 4, 4 and 5 out of 5). CONCLUSIONS Virtual learning has dominated the education landscape during COVID-19 pandemic, but few data are available on its effectiveness. This study demonstrated feasibility of virtual learning for disseminating best practices in tracheostomy, engaging a diverse, multidisciplinary audience. Learning of complex technical skills proved a hurdle, however, suggesting need for hands-on experience for technical mastery. While interactive videoconferencing via webinar affords an engaging and scalable strategy for sharing knowledge, further investigation is needed on clinical outcomes to define effective strategies for experiential online learning and virtual in-service simulations.
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Affiliation(s)
- Chloe Swords
- Department of Otolaryngology - Head & Neck Surgery, West Suffolk Hospital, Bury St Edmunds, UK
| | | | | | - Diane Randall
- Joe DiMaggio Children's Hospital, Memorial Healthcare System, Hollywood, FL, USA
| | - Linda L Morris
- Shirley Ryan AbilityLab, Northwestern University Feinberg School of Medicine, Chicago, IL, USA
| | - Michael J Brenner
- Department of Otolaryngology - Head & Neck Surgery, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Asit Arora
- Department of Otolaryngology - Head & Neck Surgery, Guy's and Saint Thomas' NHS Foundation Trust, London, UK
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Shridhar G, Pandey A, Karmani S. Evaluation of a multimodal teaching method on essential newborn care among health providers at a tertiary care hospital. Med J Armed Forces India 2019; 75:303-307. [PMID: 31388234 DOI: 10.1016/j.mjafi.2018.06.004] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2017] [Accepted: 06/08/2018] [Indexed: 11/26/2022] Open
Abstract
Background There is an unmet need for in-service training of health providers for essential new-born care. This study evaluated the ability of a multi-modal training workshop on new-born care to improve the knowledge and skills of health providers. Methods This was an intervention based pre-and post-study on 54 students who attended a two-day workshop on essential new-born care. The teaching used self-directed learning, demonstration, videos, webinars, podcasts, group discussion, role-play and individual feedback. Knowledge was assessed by a set of 25 peer-reviewed multiple-choice questions (MCQs), both pre-and post-test and skills by 3 peer-reviewed and validated objective structured clinical examination (OSCE) stations in the post-test period. Follow-up assessment after 10 months was also done for 30 students. Results There was a significant improvement in the knowledge scores on MCQs after the workshop [16.65 ± 1.84 vs 12 ± 2.98, mean difference 4.65, 95%CI (3.85 to 5.44); p value < 0.0001]. The skill scores assessed by the OSCE were 92.35%, 83.50% and 78.86% of the expected scores respectively with a composite OSCE stations score of 83.90% of the expected score (100%). Follow-up assessment after 10 months showed a significant decline in knowledge scores, though skill scores were retained. Conclusion An essential new-born care workshop using multi-modal teaching methods resulted in an improvement in knowledge and skill scores among a diverse mix of nurses and doctors. This model of learning was acceptable and can be adapted for future training of health providers. There is a need for regular refresher training to maintain knowledge and skills.
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Affiliation(s)
- G Shridhar
- Senior Adviser (Paediatrics) & Neonatologist, Command Hospital (Western Command), Chandimandir, India
| | - Abhishek Pandey
- Classified Specialist (Paediatrics), Command Hospital (Western Command), Chandimandir, India
| | - Saurabh Karmani
- Graded Specialist (Paediatrics), Military Hospital Dehradun, India
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Datta V, Srivastava S, Garde R, Tluangi L, Giri H, Sangma S, Burman H, Pahwa P, Pemde H, Livesley N. Combining bottleneck analysis and quality improvement as a novel methodology to improve the quality of neonatal care in a northeastern state of India: a feasibility study. Int Health 2019; 11:52-63. [PMID: 30247590 PMCID: PMC6314155 DOI: 10.1093/inthealth/ihy062] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2018] [Revised: 07/23/2018] [Accepted: 08/10/2018] [Indexed: 01/25/2023] Open
Abstract
Background The State of Meghalaya, India, has some of the worst newborn health outcomes in the country. State health authorities commissioned an assessment of newborn service delivery to improve services. This study proposes bottleneck analysis (BNA) and quality improvement (QI) methods as a combined method to improve compliance with evidence-based neonatal interventions in newborn health facilities. Methods An adapted Every Newborn BNA tool was applied to collect data on barriers to providing quality care in five district hospitals. Subsequently, health workers were coached to use QI methodology to overcome identified bottlenecks. Data from QI projects were analysed using run charts. Results BNA revealed that interventions directed toward basic newborn care and special newborn care facilities needed attention. Facilities that undertook QI projects showed an improvement in neonates having early initiation of breastfeeding within the first hour of birth, from 64% to a peak of 94% in one facility and from 75% to 91% in another. Skin-to-skin contact increased from 49% to a peak of 78% and is sustained at 58%. Improved performance has been sustained in some facilities. Conclusions The combination of BNA and QI is a successful method for identifying and overcoming bottlenecks in newborn care in resource-limited settings.
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Affiliation(s)
- Vikram Datta
- Department of Neonatology, Lady Hardinge Medical College, New Delhi, India
| | - Sushil Srivastava
- Department of Pediatrics, University College of Medical Sciences, Delhi, India
| | - Rahul Garde
- Public Health Consultant, R39E Dilshad Garden, Delhi, India
- cNQOCN, India
| | | | - Hunsi Giri
- Department of Pediatrics, Ganesh Das Hospital, Shillong, Meghalaya
| | | | - Himesh Burman
- Department of Pediatrics, North East Indira Gandhi Institute of Health and Medical Sciences, Shillong, Meghalaya, India
| | - Parika Pahwa
- Improvement Advisor, University Research Co., LLC, USAID Applying Science to Strengthen and Improve Systems (ASSIST) Project, Green Park, New Delhi, India
| | - Harish Pemde
- Department of Neonatology, Lady Hardinge Medical College, New Delhi, India
| | - Nigel Livesley
- Project Director, University Research Co., LLC, USAID Applying Science to Strengthen and Improve Systems (ASSIST) Project, 5404 Wisconsin Avenue, Suite 800, Chevy Chase, MD, USA
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Kang J, Seomun G. Evaluating Web-Based Nursing Education's Effects: A Systematic Review and Meta-Analysis. West J Nurs Res 2018; 40:1677-1697. [PMID: 28875770 DOI: 10.1177/0193945917729160] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/19/2023]
Abstract
This systematic review and meta-analysis investigated whether using web-based nursing educational programs increases a participant's knowledge and clinical performance. We performed a meta-analysis of studies published between January 2000 and July 2016 and identified through RISS, CINAHL, ProQuest Central, Embase, the Cochrane Library, and PubMed. Eleven studies were eligible for inclusion in this analysis. The results of the meta-analysis demonstrated significant differences not only for the overall effect but also specifically for blended programs and short (2 weeks or 4 weeks) intervention periods. To present more evidence supporting the effectiveness of web-based nursing educational programs, further research is warranted.
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Affiliation(s)
- Jiwon Kang
- 1 Korea University, Seoul, Republic of Korea
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Enweronu-Laryea C, Dickson KE, Moxon SG, Simen-Kapeu A, Nyange C, Niermeyer S, Bégin F, Sobel HL, Lee ACC, von Xylander SR, Lawn JE. Basic newborn care and neonatal resuscitation: a multi-country analysis of health system bottlenecks and potential solutions. BMC Pregnancy Childbirth 2015; 15 Suppl 2:S4. [PMID: 26391000 PMCID: PMC4577863 DOI: 10.1186/1471-2393-15-s2-s4] [Citation(s) in RCA: 68] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2023] Open
Abstract
BACKGROUND An estimated two-thirds of the world's 2.7 million newborn deaths could be prevented with quality care at birth and during the postnatal period. Basic Newborn Care (BNC) is part of the solution and includes hygienic birth and newborn care practices including cord care, thermal care, and early and exclusive breastfeeding. Timely provision of resuscitation if needed is also critical to newborn survival. This paper describes health system barriers to BNC and neonatal resuscitation and proposes solutions to scale up evidence-based strategies. METHODS The maternal and newborn bottleneck analysis tool was applied by 12 countries in Africa and Asia as part of the Every Newborn Action Plan process. Country workshops engaged technical experts to complete the survey tool, which is designed to synthesise and grade health system "bottlenecks" that hinder the scale up of maternal-newborn intervention packages. We used quantitative and qualitative methods to analyse the bottleneck data, combined with literature review, to present priority bottlenecks and actions relevant to different health system building blocks for BNC and neonatal resuscitation. RESULTS Eleven of the 12 countries provided grading data. Overall, bottlenecks were graded more severely for resuscitation. The most severely graded bottlenecks for BNC were health workforce (8 of 11 countries), health financing (9 out of 11) and service delivery (7 out of 9); and for neonatal resuscitation, workforce (9 out of 10), essential commodities (9 out of 10) and service delivery (8 out of 10). Country teams from Africa graded bottlenecks overall more severely. Improving workforce performance, availability of essential commodities, and well-integrated health service delivery were the key solutions proposed. CONCLUSIONS BNC was perceived to have the least health system challenges among the seven maternal and newborn intervention packages assessed. Although neonatal resuscitation bottlenecks were graded more severe than for BNC, similarities particularly in the workforce and service delivery building blocks highlight the inextricable link between the two interventions and the need to equip birth attendants with requisite skills and commodities to assess and care for every newborn. Solutions highlighted by country teams include ensuring more investment to improve workforce performance and distribution, especially numbers of skilled birth attendants, incentives for placement in challenging settings, and skills-based training particularly for neonatal resuscitation.
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Affiliation(s)
- Christabel Enweronu-Laryea
- Department of Child Health, School of Medicine and Dentistry, College of Health Sciences University of Ghana, Accra, PO Box 4236, Ghana
| | - Kim E Dickson
- Health Section, Programme Division, UNICEF Headquarters, 3 United Nations Plaza, New York, NY 10017, USA
| | - Sarah G Moxon
- Maternal, Adolescent, Reproductive and Child Health (MARCH) Centre, London School of Hygiene and Tropical Medicine, London, WC1E 7HT, UK
- Saving Newborn Lives, Save the Children, 2000 L Street NW, Suite 500, Washington, DC 20036, USA
- Department of Infectious Disease Epidemiology, London School of Hygiene and Tropical Medicine, London, WC1E 7HT, UK
| | - Aline Simen-Kapeu
- Health Section, Programme Division, UNICEF Headquarters, 3 United Nations Plaza, New York, NY 10017, USA
| | - Christabel Nyange
- Health Section, Programme Division, UNICEF Headquarters, 3 United Nations Plaza, New York, NY 10017, USA
- Ross University Medical School, 2300 SW 145th Avenue, Miramar, Florida 33027, USA
| | - Susan Niermeyer
- Section of Neonatology, University of Colorado School of Medicine, 13121 E. 17th Avenue, Aurora, CO 80045, USA
| | - France Bégin
- IYCN, UNICEF Headquarters, 3 United Nations Plaza, New York, NY 10017, USA
| | - Howard L Sobel
- Reproductive, Maternal, Newborn, Child and Adolescent Health, Division of NCD and Health through Life-Course, World Health Organization, Regional Office for the Western Pacific, Manila, Philippines
| | - Anne CC Lee
- Department of Pediatric Newborn Medicine, Brigham and Women's Hospital, 75 Francis Street, Boston, MA 02115, USA
| | - Severin Ritter von Xylander
- Department of Maternal, Newborn, Child and Adolescent Health, World Health Organization, 20 Avenue Appia, 1211 Geneva 27, Switzerland
| | - Joy E Lawn
- Maternal, Adolescent, Reproductive and Child Health (MARCH) Centre, London School of Hygiene and Tropical Medicine, London, WC1E 7HT, UK
- Saving Newborn Lives, Save the Children, 2000 L Street NW, Suite 500, Washington, DC 20036, USA
- Department of Infectious Disease Epidemiology, London School of Hygiene and Tropical Medicine, London, WC1E 7HT, UK
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Mayorga EP, Bekerman JG, Palis AG. Webinar software: a tool for developing more effective lectures (online or in-person). Middle East Afr J Ophthalmol 2014; 21:123-7. [PMID: 24791102 PMCID: PMC4005175 DOI: 10.4103/0974-9233.129756] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
PURPOSE To describe the use of online seminars (webinars) to improve learning experience for medical residents and fostering critical thinking. MATERIALS AND METHODS Sixty-one online seminars (webinars) for residents were developed from April 2012 to February 2013. Residents attended the lectures in the same room as the presenter or from distant locations. Residents interacted with the presenter using their personal computers, tablets, or smartphones. They were able to ask questions and answer the instructor's multiple choice or open-ended questions. The lecture dynamics consisted of: (1) The presentation of a clinical case by an expert on the clinical topic; (2) the instructor asked open-ended and multiple-choice questions about the problem-resolution process; (3) participants responded questions individually; (4) participants received feedback on their answers; (5) a brief conference was given on the learning objectives and the content, also fostering interactive participation; (6) lectures were complemented with work documents. RESULTS This method allowed for exploration of learning of scientific knowledge and the acquisition of other medical competences (such as patient care, interpersonal and communication skills, and professionalism). The question-and-answer activity and immediate feedback gave attendees the chance to participate actively in the conference, reflect on the topic, correct conceptual errors, and exercise critical thinking. All these factors are necessary for learning. CONCLUSIONS This modality, which facilitates interaction, active participation, and immediate feedback, could allow learners to acquire knowledge more effectively.
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Affiliation(s)
- Eduardo P Mayorga
- Department of Ophthalmology, International Council of Ophthalmology, Italian Hospital of Buenos Aires, Buenos Aires, Argentina
| | - Jesica G Bekerman
- Department of Ophthalmology, Cornea and Refractive Surgery, Italian Hospital of Buenos Aires, Buenos Aires, Argentina
| | - Ana G Palis
- Department of Ophthalmology, International Council of Ophthalmology, Italian Hospital of Buenos Aires, Buenos Aires, Argentina ; Center for Ophthalmic Educators, International Council of Ophthalmology, Buenos Aires, Argentina
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