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Khorammakan R, Roudbari SH, Omid A, Anoosheh VS, Arabkhazaei AN, Arabkhazaei AZ, Khalili J, Belyad Chaldashti H, Ghadami A. Continuous training based on the needs of operating room nurses using web application: a new approach to improve their knowledge. BMC MEDICAL EDUCATION 2024; 24:342. [PMID: 38532429 DOI: 10.1186/s12909-024-05315-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/26/2023] [Accepted: 03/14/2024] [Indexed: 03/28/2024]
Abstract
INTRODUCTION Since university education and intensive and limited pre-service training do not provide an acceptable level of performing the duties of operating room nurses, and considering the limitations of traditional training methods in the field of operating room; This study was conducted with the aim of determining the effect of using the electronic education approach based on web application, leveled, personalized and based on the needs of nurses on their level of knowledge and satisfaction. MATERIALS AND METHODS This research is a quasi-experimental type of single-group multi-center pre-test-post-test, which during that, four stages of educational needs assessment, educational content design, web application design for training and evaluation of operating room nurses and determining the effectiveness of this method are included. Based on their knowledge and satisfaction, during this period, 36 nurses from the operating rooms that met the study criteria were included in the study by stratified random sampling based on the determined sample size. The data collection includes a four-choice test to measure the knowledge of operating room nurses in heart anatomy (score range 0-20), the principles of movement, transferring and positioning of the patient in the operating room (score range 0-15), the principles of ergonomics in the operating room (score range score 0-10) and satisfaction questionnaire (score range 0-28). Data collected using descriptive statistical tests (percentage of frequency and frequency, mean and standard deviation) and analytical tests (paired sample t-test, independent samples t-test, ANOVA, Pearson correlation, chi-square) with the software SPSS version 16 was analyzed. RESULTS Generally, the average knowledge scores of operating room nurses before and after the intervention were 5.96 ± 3.96 vs. 13.6 ± 3.77, in the course of principles of moving, transferring and positioning the patient in the operating room were 6.3 ± 3.42 vs. 13.3 ± 1.32, respectively 8.7 ± 3.97 vs. 18.1 ± 1.07 (in heart anatomy), 1.57 ± 2.6 vs. 0.73 ± 9.1 (in the principles of ergonomics in the operating room) and the average Knowledge scores after the intervention were significantly higher than before the intervention (P<0.001). Also, the average satisfaction score of nurses was 21.3 ± 5.83 and 22 nurses (64.7%) were satisfied with the e-learning course. CONCLUSION The use of the electronic education approach based on the web application, leveled, personalized and based on the needs of the nurses, led to the improvement of the level of knowledge and satisfaction of the operating room nurses. E-learning can be used as a complementary educational tool and method for continuous training of operating room nurses in other specialized fields of operating room and surgery. HIGHLIGHTS • Educational content in the form of educational videos taught by professors of medical sciences universities on each of the topics of heart anatomy (28 episodes of 5-10 minutes), principles of ergonomics in the operating room (7 episodes of 5-25 minutes) and movement principles. The transfer and positioning of the patient in the operating room (16 episodes of 10-20 minutes) were designed in three primary, intermediate and advanced levels. • The results of this study showed that the use of an electronic education approach based on the web application, levelled, personalized and based on the needs of nurses, led to the improvement of the knowledge of operating room nurses. Also, operating room nurses were delighted with electronic training courses. E-learning can be used as a complementary educational tool and method for continuous training of operating room nurses in other specialized fields of operating room and surgery. • Based on the results of this study, the use of an electronic education approach based on the needs of operating room nurses can be used as a complementary tool to conventional continuous education. Since this method allows interactive, personalized education is levelled, and asynchronous. It can be used at any time and place on a laptop, tablet or mobile phone; a wide range of operating room nurses in the hospitals of the Islamic Republic of Iran can use it for educational justice to Many borders should be established in the country. However, there are studies to evaluate the generalizability and the effect of using the e-learning approach on the clinical skills of operating room nurses and to compare the effect of e-learning with other methods and educational tools on the knowledge and skills of the learners and the extent of consolidating the learned material in their memory.
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Affiliation(s)
- R Khorammakan
- Department of the Operating Room, School of Nursing and Midwifery, Hormozgan University of Medical Sciences, Bandar Abbas, Iran
| | - S H Roudbari
- Department of the operating room, Farmaniyeh hospital, Tehran, Iran
| | - A Omid
- Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - V S Anoosheh
- Department of Occupational Health and Ergonomics, Student Research Committee, School of Health, Shiraz University of Medical Sciences, Shiraz, Iran
| | - A N Arabkhazaei
- Department of Operating Room, Torbatjam Faculty of Medical Sciences, Torbatjam, Iran
| | - A Z Arabkhazaei
- Department of Operating Room, School of Paramedical Science, Gonabad University of Medical Sciences, Gonabad, Iran
| | - J Khalili
- Ansar Al-Ghadir Hospital, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | | | - A Ghadami
- Department of the Operating Room, Nursing and Midwifery Care Research Centre, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran.
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Perron NJ, Pype P, van Nuland M, Bujnowska-Fedak MM, Dohms M, Essers G, Joakimsen R, Tsimtsiou Z, Kiessling C. What do we know about written assessment of health professionals' communication skills? A scoping review. PATIENT EDUCATION AND COUNSELING 2022; 105:1188-1200. [PMID: 34602334 DOI: 10.1016/j.pec.2021.09.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2021] [Revised: 08/26/2021] [Accepted: 09/06/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVE The aim of this scoping review was to investigate the published literature on written assessment of communication skills in health professionals' education. METHODS Pubmed, Embase, Cinahl and Psychnfo were screened for the period 1/1995-7/2020. Selection was conducted by four pairs of reviewers. Four reviewers extracted and analyzed the data regarding study, instrument, item, and psychometric characteristics. RESULTS From 20,456 assessed abstracts, 74 articles were included which described 70 different instruments. Two thirds of the studies used written assessment to measure training effects, the others focused on the development/validation of the instrument. Instruments were usually developed by the authors, often with little mention of the test development criteria. The type of knowledge assessed was rarely specified. Most instruments included clinical vignettes. Instrument properties and psychometric characteristics were seldom reported. CONCLUSION There are a number of written assessments available in the literature. However, the reporting of the development and psychometric properties of these instruments is often incomplete. Practice implications written assessment of communication skills is widely used in health professions education. Improvement in the reporting of instrument development, items and psychometrics may help communication skills teachers better identify when, how and for whom written assessment of communication should be used.
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Affiliation(s)
- Noelle Junod Perron
- Unit of Development and Research in Medical Education, Geneva Faculty of Medicine and Institute of Primary Care, Geneva University Hospitals, Geneva, Switzerland.
| | - Peter Pype
- Department of Public Health and Primary Care, Ghent University, Ghent, Belgium
| | - Marc van Nuland
- Academic Center for General Practice, Leuven University, Leuven, Belgium
| | | | | | - Geurt Essers
- Network of GP Training Programs in the Netherlands, Utrecht, The Netherlands
| | - Ragnar Joakimsen
- Department of Clinical Medicine, Faculty of Health Sciences, UIT The Artic University of Norway and Department of Internal Medicine, University Hospital of North Norway, Tromsø, Norway
| | - Zoi Tsimtsiou
- Department of Hygiene, Social-Preventive Medicine and Medical Statistics, School of Medicine, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Claudia Kiessling
- Personal and Interpersonal Development in Health Care Education, Witten/Herdecke University, Witten, Germany
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Lee SY, Chang CY. Nursing management of the critical thinking and care quality of ICU nurses: A cross-sectional study. J Nurs Manag 2022; 30:2889-2896. [PMID: 35293063 DOI: 10.1111/jonm.13591] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2022] [Accepted: 03/10/2022] [Indexed: 12/11/2022]
Abstract
AIM To explore the effectiveness of a digital learning management system in enhancing intensive care unit nurses' critical care knowledge and critical thinking tendency. BACKGROUND Learning intensive care unit knowledge and skills is essential for the continuing education of nurses, and impacts patient health outcomes. Enhancing intensive care unit nurses' critical care abilities is a medical care quality concern in clinical practice. METHODS A cross-sectional study was conducted with 212 participants to investigate the effects of a digital learning system on care quality. RESULTS After the implementation of the digital learning system, intensive care unit nurses' critical care knowledge and critical thinking skills increased significantly. High-level nurses had higher critical thinking scores. All participants associated critical care knowledge with improved quality of care. CONCLUSION The digital learning management system enhanced intensive care unit nurses' critical care knowledge. Optimizing nursing care safety and quality requires that nursing staff to be at an adequate level, which improves their critical care ability. IMPLICATIONS FOR NURSING MANAGEMENT A well-designed digital learning management system with structured classes may allow intensive care unit nurses to learn effectively and can be used for continuing education. These results are of interest to nursing management staff who want to invest in the continued professional development of intensive care unit nurses to improve critical care knowledge, critical thinking skills, care quality, and health care value.
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Affiliation(s)
- Shu-Yen Lee
- Department of Nursing, Tri-Service General Hospital, Taipei, Taiwan, ROC.,School of Nursing, National Defense Medical Center, Taipei, Taiwan, ROC
| | - Ching-Yi Chang
- School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan, ROC.,Department of Nursing, Shuang Ho Hospital, Taipei Medical University, Taiwan
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Alharbi HA, Shehadeh F, Awaji NY. Immediate knowledge retention among nursing students in live lecture and video-recorded lecture: A quasi-experimental study. Nurse Educ Pract 2022; 60:103307. [DOI: 10.1016/j.nepr.2022.103307] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2021] [Revised: 01/25/2022] [Accepted: 01/30/2022] [Indexed: 11/28/2022]
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Examining Web-Based Learning to Enhance Nurse Training and the Standardization of Clinical Practice Within Complex Global Nursing Systems: A Quality Improvement Case Study. J Nurses Prof Dev 2022; 38:66-70. [PMID: 35093979 DOI: 10.1097/nnd.0000000000000846] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Nurses are the backbone of health assessments and key to safeguarding health services for people who are displaced and migrating. Training and dissemination of information among an international workforce requires innovative delivery methods that address the barriers of traditional in-person training. This quality improvement project endorsed web-based learning as a viable platform to disseminate information and support a standardized approach to professional development of nurses working in a complex and dynamic international healthcare setting.
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The Effect of Mother’s Education on Sexual Education of Preschool Children Based on Health Belief Model. JOURNAL OF EDUCATION AND COMMUNITY HEALTH 2021. [DOI: 10.52547/jech.8.4.299] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
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Mak VJ, White PJ. The development of an elearning program on the response and recognition of the deteriorating patient using self-study methodology. Nurse Educ Pract 2020; 50:102955. [PMID: 33383552 DOI: 10.1016/j.nepr.2020.102955] [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: 03/30/2019] [Revised: 12/13/2020] [Accepted: 12/15/2020] [Indexed: 11/18/2022]
Abstract
eLearning may be part of the solution to manage the ongoing training needs of nurses in Australian hospitals. A focus on addressing a knowledge gap in the recognition of and response to the deteriorating patient provided an opportunity to develop an eLearning program. Human factors education was incorporated as an innovative key feature in the eLearning program. A self-study methodological approach was applied to simultaneously research the development process and to integrate an evaluation of the resulting eLearning program. Critical friends were consulted during the planning and development of the eLearning program to ensure that the final program was engaging while also being successful in supporting learning. The resulting eLearning program was evaluated with a cohort of nurses who participated in pre and post test questionnaires and focus group discussions. Nurses reported that the inclusion of a realistic, interactive case study game as a learning device was valuable and resulted in self reflection about experiences in managing deteriorating patients. These findings suggest that eLearning programs can be successful in increasing nurses' confidence in managing the deteriorating patient, reading the track and trigger charts, applying human factors education, and may result in improved in patient outcomes.
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Affiliation(s)
- Verity J Mak
- Lecturer of Nursing, School of Nursing and Midwifery, Monash University, Wellington Road, Clayton, Victoria, Australia, 3800.
| | - Peta J White
- Lecturer in Science and Environmental Education, School of Education, Deakin University, 221 Burwood Highway, Burwood, Victoria, Australia, 3125.
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Aghababaeian H, Araghi Ahvazi L, Moosavi A, Ahmadi Mazhin S, Tahery N, Nouri M, Kiarsi M, Kalani L. Triage live lecture versus triage video podcast in pre-hospital students' education. Afr J Emerg Med 2019; 9:81-86. [PMID: 31193815 PMCID: PMC6543081 DOI: 10.1016/j.afjem.2018.12.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2018] [Revised: 08/22/2018] [Accepted: 12/04/2018] [Indexed: 11/18/2022] Open
Abstract
INTRODUCTION Triage is the process of determining the priority of patients' treatments based on the severity of their conditions. The aim of the present study was to survey the effect of triage video podcasting on the knowledge and performance of pre-hospital students. METHODS Sixty pre-hospital students were randomly divided into two groups of a 30-subject control group and a 30-subject intervention group. A pre-test was administered among all students. Afterwards, for the first group, triage education was offered through lectures using PowerPoint, while for the second group, audio and video podcasts tailored for this training program were employed. Right after the training as well as one month later, post-tests were run for both groups, and the results were analysed using an independent t-test and covariance. RESULTS No significant difference was observed between the effects of both types of education on knowledge and performance, either immediately, or one month after training. DISCUSSION We suggest that video podcasts are ready to replace traditional teaching methods in triage.
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Affiliation(s)
- Hamidreza Aghababaeian
- Department of Nursing, School of Nursing & Emergency, Dezful University of Medical Sciences, Dezful, Iran
- Department of Health in Emergencies and Disaster, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
| | - Ladan Araghi Ahvazi
- Department of Nursing, School of Nursing & Emergency, Dezful University of Medical Sciences, Dezful, Iran
- Department of Health in Emergencies and Disaster, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
| | - Ahmad Moosavi
- Dept. of Health and Community Medicine, Dezful University of Medical Sciences, Dezful, IR, Iran
| | - Sadegh Ahmadi Mazhin
- Department of Nursing, School of Nursing & Emergency, Dezful University of Medical Sciences, Dezful, Iran
| | - Noorollah Tahery
- Department of Nursing, School of Nursing & Midwifery, Abadan School of Medical Sciences, Abadan, Iran
| | - Mohsen Nouri
- Tabriz University of Medical Sciences, Tabriz, Iran
| | - Maryam Kiarsi
- Department of Nursing, School of Nursing & Emergency, Dezful University of Medical Sciences, Dezful, Iran
| | - Leila Kalani
- Department of Nursing, School of Nursing & Emergency, Dezful University of Medical Sciences, Dezful, Iran
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Nicoll P, MacRury S, van Woerden HC, Smyth K. Evaluation of Technology-Enhanced Learning Programs for Health Care Professionals: Systematic Review. J Med Internet Res 2018; 20:e131. [PMID: 29643049 PMCID: PMC5917080 DOI: 10.2196/jmir.9085] [Citation(s) in RCA: 32] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2017] [Revised: 12/18/2017] [Accepted: 12/21/2017] [Indexed: 11/16/2022] Open
Abstract
Background Technology-enhanced learning (TEL) programs are increasingly seen as the way in which education for health care professionals can be transformed, giving access to effective ongoing learning and training even where time or geographical barriers exist. Given the increasing emphasis on this mode of educational support for health care practitioners, it is vital that we can effectively evaluate and measure impact to ensure that TEL programs are effective and fit for purpose. This paper examines the current evidence base for the first time, in relation to the evaluation of TEL programs for health care professionals. Objective We conducted a systematic review of the current literature relating to the evaluation of TEL programs for health care professionals and critically appraised the quality of the studies. Methods This review employed specific search criteria to identify research studies that included evaluation of TEL for health care professionals. The databases searched included Medline Ovid, Cumulative Index of Nursing and Allied Health Literature Plus Advanced, Applied Social Sciences Index and Abstracts, ZETOC, Institute of Electrical and Electronics Engineers Explore Digital Library, Allied and Complementary Medicine, and Education Resources Information Center between January 2006 and January 2017. An additional hand search for relevant articles from reference lists was undertaken. Each of the studies identified was critically appraised for quality using the Crowe Critical Appraisal Tool. This approach produced a percentage total score for each study across specified categories. A proportion of the studies were independently assessed by an additional two reviewers. Results The review identified 21 studies that met the inclusion criteria. The studies included scored totals across eight categories within a range of 37%-95% and an average score of 68%. Studies that measured TEL using learner satisfaction surveys, or combined pretest and posttest knowledge score testing with learner satisfaction surveys, were found to be the most common types of TEL evaluations evident in the literature. The studies reviewed had low scores across reporting on ethical matters, design, and data collection categories. Conclusions There continues to be a need to develop effective and standard TEL evaluation tools, and good quality studies that describe effective evaluation of TEL education for health care professionals. Studies often fail to provide sufficient detail to support transferability or direct future TEL health care education programs.
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Affiliation(s)
- Pam Nicoll
- National Health Service Education for Scotland, Inverness, United Kingdom
| | - Sandra MacRury
- University of the Highlands and Islands, Inverness, United Kingdom
| | - Hugo C van Woerden
- University of the Highlands and Islands, Inverness, United Kingdom.,Cardiff University, Heathpark Campus, Cardiff, United Kingdom
| | - Keith Smyth
- University of the Highlands and Islands, Inverness, United Kingdom
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Sheikhaboumasoudi R, Bagheri M, Hosseini SA, Ashouri E, Elahi N. Improving Nursing Students' Learning Outcomes in Fundamentals of Nursing Course through Combination of Traditional and e-Learning Methods. IRANIAN JOURNAL OF NURSING AND MIDWIFERY RESEARCH 2018; 23:217-221. [PMID: 29861761 PMCID: PMC5954644 DOI: 10.4103/ijnmr.ijnmr_79_17] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Background: Fundamentals of nursing course are prerequisite to providing comprehensive nursing care. Despite development of technology on nursing education, effectiveness of using e-learning methods in fundamentals of nursing course is unclear in clinical skills laboratory for nursing students. The aim of this study was to compare the effect of blended learning (combining e-learning with traditional learning methods) with traditional learning alone on nursing students' scores. Materials and Methods: A two-group post-test experimental study was administered from February 2014 to February 2015. Two groups of nursing students who were taking the fundamentals of nursing course in Iran were compared. Sixty nursing students were selected as control group (just traditional learning methods) and experimental group (combining e-learning with traditional learning methods) for two consecutive semesters. Both groups participated in Objective Structured Clinical Examination (OSCE) and were evaluated in the same way using a prepared checklist and questionnaire of satisfaction. Statistical analysis was conducted through SPSS software version 16. Results: Findings of this study reflected that mean of midterm (t = 2.00, p = 0.04) and final score (t = 2.50, p = 0.01) of the intervention group (combining e-learning with traditional learning methods) were significantly higher than the control group (traditional learning methods). The satisfaction of male students in intervention group was higher than in females (t = 2.60, p = 0.01). Conclusions: Based on the findings, this study suggests that the use of combining traditional learning methods with e-learning methods such as applying educational website and interactive online resources for fundamentals of nursing course instruction can be an effective supplement for improving nursing students' clinical skills.
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Affiliation(s)
| | - Maryam Bagheri
- Department of Adult Health Nursing, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Sayed Abbas Hosseini
- Department of Adult Health Nursing, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Elaheh Ashouri
- Department of Adult Health Nursing, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Nasrin Elahi
- Nursing Care Research Center in Chronic Disease, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
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Fasugba O, Mitchell BG, Beckingham W, Bennett N, Gardner A. Point prevalence surveys of healthcare-associated urinary tract infections: Development, pilot testing and evaluation of face-to-face and online educational packages. Infect Dis Health 2017. [DOI: 10.1016/j.idh.2017.07.002] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Scott KM, Baur L, Barrett J. Evidence-Based Principles for Using Technology-Enhanced Learning in the Continuing Professional Development of Health Professionals. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2017; 37:61-66. [PMID: 28252469 DOI: 10.1097/ceh.0000000000000146] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
Increasingly, health professional training involves the use of educational technologies through what is broadly termed "Technology-Enhanced Learning" (TEL). TEL includes hardware, such as computers and mobile devices, and software, such as software applications (apps), learning management systems, and discussion boards. For many years, TEL has formed an integral part of health professional programs and is growing in acceptance, if not expectation, in postgraduate training and continuing education. TEL generally aims to be flexible, engaging, learner focused and interactive, and may involve collaboration and communication. It offers many benefits for learning and teaching, whether used on its own or in conjunction with face-to-face teaching through blended learning. The ubiquity of mobile devices in clinical settings means TEL is ideal for busy clinicians, both as learners and teachers. TEL enables participants to learn at a time and place that is convenient to them, so learners living in geographically dispersed locations can access standardized courses. To realize these potential benefits, we recommend that those developing TEL programs for health professionals take a systematic approach to planning, development, implementation, and evaluation. To that end, we propose 10 principles: clarify purpose and conduct a needs assessment; allocate adequate time and technology; incorporate proven approaches to improve learning; consider the need for a skills component; enable interaction between learners and with others; create different resources for different groups; pilot before implementing; incorporate measures to retain learners; provide opportunities for revision to aid retention; and evaluate learning outcomes, not just satisfaction.
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Affiliation(s)
- Karen M Scott
- Dr. Scott: Senior Lecturer, Discipline of Child and Adolescent Health, The University of Sydney, Sydney, Australia. Dr. Baur: Professor of Child and Adolescent Health, Discipline of Child and Adolescent Health, The University of Sydney, Sydney, Australia, and The Children's Hospital at Westmead, Sydney, Australia. Dr. Barrett: Honorary Research Fellow, Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne, Melbourne, Australia
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Riley K, Schmidt D. Does online learning click with rural nurses? A qualitative study. Aust J Rural Health 2015; 24:265-70. [PMID: 26689293 DOI: 10.1111/ajr.12263] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/29/2015] [Indexed: 11/29/2022] Open
Abstract
OBJECTIVE To explore the factors that influence rural nurses engagement with online learning within a rural health district in New Sound Wales (NSW), Australia. DESIGN This qualitative study based on appreciative inquiry methodology used semi-structured interviews with managers and nurses. Purposive sampling methods were used to recruit facility managers, whereas convenience sampling was used to recruit nurses in 2012-2013. SETTING Three public health facilities in rural NSW. PARTICIPANTS Fourteen nurses were involved in the study, including Health Service Managers (n = 3), Nurse Unit Manager (n = 1), Clinical Nurse Specialists (n = 3), Registered Nurses (n = 2), Enrolled Nurses (n = 2) and Assistant in Nursing (n = 3). MAIN OUTCOME MEASURE The research found that online learning works well when there is accountability for education being undertaken by linking to organisational goals and protected time. Nurses in this study valued the ability to access and revisit online learning at any time. However, systems that are hard to access or navigate and module design that did not provide a mechanism for users to seek feedback negatively affected their use and engagement. CONCLUSION This study demonstrates that rural nurses' engagement with online learning would be enhanced by a whole of system redesign in order to deliver a learning environment that will increase satisfaction, engagement and learning outcomes.
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Affiliation(s)
- Kim Riley
- Hunter New England Local Health District, Scone Health Campus, Scone, New South Wales, Australia
| | - David Schmidt
- Health Education and Training Institute, Bega District Hospital, Bega, New South Wales, Australia
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The development and preliminary effectiveness of a nursing case management e-learning program. Comput Inform Nurs 2015; 32:343-52. [PMID: 24633234 DOI: 10.1097/cin.0000000000000050] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
The purpose of this article was to describe the development and preliminary effectiveness of a digital case management education program. The e-learning program was built through the collaboration of a nurse educator and an informatics professor. The program was then developed according to the following steps: (1) building a visual interface, (2) scripting each unit, (3) preparing the course material and assessment tests, (4) using teaching software to record audio and video courses, (5) editing the audio recordings, (6) using instructional media or hyperlinks to finalize the interactions, (7) creating the assessment and obtaining feedback, and (8) testing the overall operation. The digital program consisted of five learning modules, self-assessment questions, learning cases, sharing experiences, and learning resources. Forty nurses participated in this study and fully completed the questionnaires both before and after the program. The knowledge and confidence levels in the experimental group were significantly higher over time than those of the comparison group. The results supported the use of educational technology to provide a more flexible and effective presentation method for continuing education programs.
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Hu YC, Chen SR, Chen IH, Shen HC, Lin YK, Chang WY. Evaluation of Work Stress, Turnover Intention, Work Experience, and Satisfaction With Preceptors of New Graduate Nurses Using a 10-Minute Preceptor Model. J Contin Educ Nurs 2015; 46:261-71. [DOI: 10.3928/00220124-20150518-02] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2014] [Accepted: 01/21/2015] [Indexed: 11/20/2022]
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Wilson M, Ice S, Nakashima CY, Cox LA, Morse EC, Philip G, Vuong E. Striving for evidence-based practice innovations through a hybrid model journal club: A pilot study. NURSE EDUCATION TODAY 2015; 35:657-62. [PMID: 25765227 DOI: 10.1016/j.nedt.2015.01.026] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/31/2014] [Revised: 12/30/2014] [Accepted: 01/20/2015] [Indexed: 05/23/2023]
Abstract
OBJECTIVE The purpose of this study was to pilot a "hybrid" style journal club and determine whether measurable effects could be detected over 8-weeks' time on evidence-based practice ability, desire, behaviors, use, and barriers. BACKGROUND Journal clubs have been suggested as a method to increase nurses' confidence with using research evidence to guide practice. However, it is yet unknown how nurse educators can best implement effective programs for clinicians with varying schedules, education levels, and research skills. SETTING AND PARTICIPANTS Thirty-six participants from one large urban United States hospital (72% registered nurses) were invited to access bi-weekly interdisciplinary journal club activities. Nurse educators created curriculum focused on clinical problem solving that was offered via in-person sessions or a social media site. METHODS A pretest-posttest no control group design was used to measure impacts of those engaged in journal club activities. Data were collected using a combination of validated evidence-based practice instruments and program participation records. FINDINGS A two-tailed paired t test showed significant increases over 8weeks' time in evidence-based practice use (p=.002) and behaviors (p=.007). Slight preference for in-person sessions was reported, although greater participation was reflected in online activities. Mean satisfaction ratings were high; however, attrition rates suggest that more is needed to maximize clinician engagement. CONCLUSION A hybrid method using online and in-person sessions was feasible and adaptive for varying learning styles and work schedules. Positive changes in measurements were detected among journal club participants. Instruments were identified that may be useful for trialing similar programs intended to increase evidence-based practice self-efficacy, use, behaviors, and ability.
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Affiliation(s)
- Marian Wilson
- Texas Health Presbyterian Dallas, 8200 Walnut Hill Lane, Dallas, TX 75231, USA; Washington State University, College of Nursing, P.O. Box 1495, Spokane, WA 99202, USA.
| | - Suzanna Ice
- Texas Health Presbyterian Dallas, 8200 Walnut Hill Lane, Dallas, TX 75231, USA
| | - Cathy Y Nakashima
- Texas Health Presbyterian Dallas, 8200 Walnut Hill Lane, Dallas, TX 75231, USA
| | - Lynn Annette Cox
- Texas Health Presbyterian Dallas, 8200 Walnut Hill Lane, Dallas, TX 75231, USA
| | - Elizabeth C Morse
- Texas Health Presbyterian Dallas, 8200 Walnut Hill Lane, Dallas, TX 75231, USA
| | - Ginu Philip
- Texas Health Presbyterian Dallas, 8200 Walnut Hill Lane, Dallas, TX 75231, USA
| | - Ellen Vuong
- Texas Health Presbyterian Dallas, 8200 Walnut Hill Lane, Dallas, TX 75231, USA
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McWilliams T, Hendricks J, Twigg D, Wood F. Burns education for non-burn specialist clinicians in Western Australia. Burns 2015; 41:301-7. [DOI: 10.1016/j.burns.2014.06.015] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2014] [Revised: 06/29/2014] [Accepted: 06/30/2014] [Indexed: 11/24/2022]
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Liu WI, Rong JR, Liu CY. Using evidence-integrated e-learning to enhance case management continuing education for psychiatric nurses: a randomised controlled trial with follow-up. NURSE EDUCATION TODAY 2014; 34:1361-1367. [PMID: 24713125 DOI: 10.1016/j.nedt.2014.03.004] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/06/2014] [Revised: 02/27/2014] [Accepted: 03/08/2014] [Indexed: 06/03/2023]
Abstract
BACKGROUND E-learning is a flexible strategy to improve nurses' knowledge of case management, but there are methodological limitations in previous research into the effectiveness of such programs. PURPOSE To describe the development and effectiveness of an evidence-integrated e-learning program in case management continuing education for Taiwanese psychiatric nurses. DESIGN Multiple methods were adopted to develop the program and a randomised controlled trial with repeated measures was employed to evaluate it. METHODS The e-learning program was developed in four stages: (1) systematic review of literature; (2) needs assessment through a national survey and focus group; (3) development of learning materials; and (4) pilot test. Following program development, psychiatric nurses were recruited and randomly allocated into an experimental or comparison group. The experimental group participated in an e-learning continuing education program. The case management knowledge index with sufficient reliability and validity and a satisfaction survey were used to determine the outcomes. A generalised estimating equation was used to assess the difference between the 2 groups before, after, and at 3 months follow-up. RESULTS The learning material comprised 5 simulated learning modules, self-assessment questions, learning cases, sharing experiences, and learning resources. A total of 200 participants completed the 3 measurements. Knowledge scores in the experimental group significantly exceeded those in the comparison group after the program and at the 3-month follow-up. Participants reported positive learning perceptions. CONCLUSION The program provides an evidence-based educational resource for nursing continuing education in case management.
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Affiliation(s)
- Wen-I Liu
- School of Nursing, National Taipei University of Nursing and Health Sciences, 365, Ming Te Road, Peitou 11219, Taipei, Taiwan, ROC.
| | - Jiin-Ru Rong
- School of Nursing, National Taipei University of Nursing and Health Sciences, 365, Ming Te Road, Peitou 11219, Taipei, Taiwan, ROC.
| | - Chieh-Yu Liu
- School of Nursing, National Taipei University of Nursing and Health Sciences, 365, Ming Te Road, Peitou 11219, Taipei, Taiwan, ROC
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Bray L, Sanders C, McKenna J. Discussing sexual and relationship health with young people in a children's hospital: evaluation of a computer-based resource. J Clin Nurs 2013; 22:3447-55. [DOI: 10.1111/jocn.12350] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/11/2013] [Indexed: 12/01/2022]
Affiliation(s)
- Lucy Bray
- Children's Nursing Research Unit; Alder Hey Children's NHS Foundation Trust and Evidence-based Practice Research Centre; Edge Hill University; Liverpool UK
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Mendoza IYQ, Peniche ADCG. Intervenção educativa sobre hipotermia: uma estratégia de ensino para aprendizagem em centro cirúrgico. Rev Esc Enferm USP 2012; 46:851-7. [DOI: 10.1590/s0080-62342012000400010] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2011] [Accepted: 12/07/2011] [Indexed: 11/21/2022] Open
Abstract
Este trabalho trata-se de um estudo quase experimental aplicado em uma intervenção educativa de curta duração aos auxiliares de enfermagem do Centro Cirúrgico, cujos objetivos foram conhecer as características sociais e de formação dos auxiliares de enfermagem; identificar a diferença no conhecimento sobre hipotermia no auxiliar de enfermagem após a intervenção educativa e relacionar as ações de enfermagem às variáveis estudadas. A intervenção educativa foi efetiva, uma vez que a diferença na média das ações de enfermagem foi de 5,35 após a intervenção educativa. Entretanto, não se verificou diferença significativa das ações de enfermagem quando relacionadas às variáveis estudadas. Recomenda-se realizar estudos sobre educação nos profissionais de Enfermagem, baseado na aprendizagem significativa nas diferentes unidades.
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Spiva L, Johnson K, Robertson B, Barrett DT, Jarrell NM, Hunter D, Mendoza I. The Effectiveness of Nurses’ Ability to Interpret Basic Electrocardiogram Strips Accurately Using Different Learning Modalities. J Contin Educ Nurs 2012; 43:81-9. [DOI: 10.3928/00220124-20111011-02] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2011] [Accepted: 08/11/2011] [Indexed: 11/20/2022]
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Liang JC, Wu SH, Tsai CC. Nurses' Internet self-efficacy and attitudes toward web-based continuing learning. NURSE EDUCATION TODAY 2011; 31:768-773. [PMID: 21176859 DOI: 10.1016/j.nedt.2010.11.021] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/19/2010] [Revised: 11/10/2010] [Accepted: 11/21/2010] [Indexed: 05/30/2023]
Abstract
OBJECTIVE There are increasing opportunities for nurses to engage in continuing learning via the Internet; hence, it is important to explore nurses' attitudes toward web-based continuing learning. METHOD This paper explores 267 Taiwanese clinical nurses' attitudes toward web-based continuing learning. In addition, the role of the nurses' Internet self-efficacy in their attitudes is investigated. This study utilizes two questionnaires to respectively survey the nurses' Internet self-efficacy and their attitudes toward web-based continuing learning. In particular, the Internet Self-efficacy Survey includes two scales: 'Basic self-efficacy' (the perceived confidence of using basic Internet functions, such as the confidence in using a web browser or searching for online information) and 'Advanced self-efficacy' (the perceived confidence of using advanced Internet functions, such as the confidence in online discussion or making online payments). RESULTS AND FINDINGS Exploratory factor analyses indicated adequate reliability and validity of the two questionnaires. The regression analyses revealed that both nurses' basic and advanced Internet self-efficacy can positively explain the perceived usefulness, ease of use and friendly feeling when using web-based continuing learning environments, whereas nurses' advanced Internet self-efficacy was the only predictor to explain how they intend to use web-based continuing learning environments more.
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Affiliation(s)
- Jyh-Chong Liang
- Graduate Institute of Engineering, National Taiwan University of Science and Technology, Taipei, Taiwan, #43, Sec. 4, Keelung Rd., Taipei, 106, Taiwan.
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The Effects of Information Technology on Perioperative Nursing. AORN J 2010; 92:528-40; quiz 541-3. [DOI: 10.1016/j.aorn.2010.02.016] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2010] [Accepted: 02/22/2010] [Indexed: 11/22/2022]
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