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Viseskul N, Kasatpibal N, Kaewsakol C, Kunkhet A, Viriyachetkun S, Turale S. Nurses' satisfaction with an educational web application to prevent transmission of multidrug-resistant organisms. Nurs Health Sci 2024; 26:e13126. [PMID: 38754867 DOI: 10.1111/nhs.13126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2023] [Revised: 04/07/2024] [Accepted: 04/21/2024] [Indexed: 05/18/2024]
Abstract
Multidrug-resistant organism infections are a serious health problem globally, and can result in patient mortality and morbidity. In this descriptive study, we produced the first web application for transmission prevention specific to the situation based on nursing experience, knowledge, and practice guidelines and to evaluate web application satisfaction among Thai nurses. The sample comprised 282 Thai registered nurses experienced in caring for patients with multidrug-resistant organisms in a tertiary hospital. A demographic form and knowledge test were completed anonymously online. Data were analyzed using descriptive statistics. The application emphasized crucial topics for which participants had low preliminary knowledge and included tutorial sessions, pictures, video clips, drills, and a post-test. The application was piloted with a random sample of 30 nurses, and an instrument tested their satisfaction with this. Results revealed that preliminary knowledge scores for preventing transmission were moderate, and participants were highly satisfied with the application. Findings suggest the application is suitable for Thai nurses and could be applied to nursing practice elsewhere. However, further testing is recommended before implementing it into nursing practice.
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Affiliation(s)
- Nongkran Viseskul
- Division of Nursing Science, Faculty of Nursing, Chiang Mai University, Chiang Mai, Thailand
| | - Nongyao Kasatpibal
- Division of Nursing Science, Faculty of Nursing, Chiang Mai University, Chiang Mai, Thailand
| | | | - Arus Kunkhet
- College of Arts, Media and Technology, Chiang Mai University, Chiang Mai, Thailand
| | | | - Sue Turale
- Faculty of Nursing, Chiang Mai University, Chiang Mai, Thailand
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Sucu Çakmak NC, Çalışkan N. Evaluation of the effectiveness of the web-based chronic pain management training program developed for nursing students: Triple-blind randomized controlled trial. Nurse Educ Pract 2024; 77:103985. [PMID: 38754282 DOI: 10.1016/j.nepr.2024.103985] [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: 02/11/2024] [Revised: 04/03/2024] [Accepted: 04/21/2024] [Indexed: 05/18/2024]
Abstract
AIM The aim of the study was to evaluate the effectiveness of a web-based chronic pain management training program developed for nursing students. BACKGROUND Web-based training is effective in increasing the knowledge and attitude levels of nursing students. In the literature, data on the effectiveness of web-based education on chronic pain management education of nursing students are limited. DESIGN This was a triple-blind randomized controlled trial conducted between May and June 2022. METHODS The study was conducted with 66 fourth-year students enrolled in the Nursing Department of a state university in a province of Türkiye.. The students were divided into two groups: intervention (n=33) and control (n=33). A dedicated website was developed for chronic pain management training, incorporating video modules, end-of-video evaluation questions and data collection tests, all of which were made available on this platform. The personal information form, chronic pain management knowledge test, Healthcare Professionals' Attitudes toward Patients with Chronic Pain and Chronic Pain Management Training Program Evaluation Form were the data collection tools. In the implementation phase of the study, the pre-test was first applied to the control group via the website and the post-test was applied two weeks later. After the intervention group completed the pre-test, the intervention group was given web-based chronic pain management training for two weeks and the post-test was applied at the end of the training and the data collection was completed. RESULTS After web-based training chronic pain management, the chronic pain management knowledge score of the intervention group was significantly higher than the control group (p<0.05). The intervention group had significantly higher scores in sensitivity and misconception orientation, sub-dimensions of the attitude scale towards patients with chronic pain, compared with the control group (p<0.05). CONCLUSIONS These results show that the web-based educational intervention positively increased students' knowledge of chronic pain management and attitudes towards patients with chronic pain. It shows that web-based education is effective in chronic pain management education.
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Affiliation(s)
- Nefise Cevriye Sucu Çakmak
- Çankırı Karatekin University, Eldivan Vocational School of Health Services, Department of Medical Services and Techniques, Çankırı, Türkiye.
| | - Nurcan Çalışkan
- Gazi University, Faculty of Nursing, Department of Nursing, Ankara, Türkiye
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Azman NBN, Zhou TW, Shorey S. Perceptions of healthcare professionals and students about interventions addressing implicit bias and microaggression: A mixed-studies systematic review. Nurse Educ Pract 2023; 73:103820. [PMID: 37922738 DOI: 10.1016/j.nepr.2023.103820] [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: 08/04/2023] [Revised: 09/29/2023] [Accepted: 10/21/2023] [Indexed: 11/07/2023]
Abstract
AIM To consolidate and appraise available evidence on the experiences and perceptions of healthcare professionals and students about the interventions addressing implicit bias and microaggression in the clinical setting. BACKGROUND Patient-perpetrated acts of implicit bias and microaggression have profound effects on healthcare professionals' and students' mental health. However, the efficacy of interventions targeted at addressing implicit bias and microaggression requires further scrutiny. DESIGN Mixed-studies systematic review. METHODS A comprehensive search was conducted on PubMed, EMBASE, CINAHL, Scopus, Web of Science, PsycINFO, Cochrane Library, ProQuest (Social Science Premium Collection Database), ProQuest (Dissertations and Theses Global), and ClinicalTrials.gov. Study selection, quality appraisal using the mixed methods appraisal tool, and data extraction were performed. Narrative and thematic synthesis were used to analyze quantitative and qualitative findings respectively. A results-based convergent approach was employed to integrate findings from both research designs. RESULTS A total of 23 studies were included, involving 4667 healthcare professionals and students. There were 17 quantitative studies and six mixed-method studies of varying methodological quality. This review presented findings on healthcare professionals' and students' experiences and perceptions of the efficacy of the interventions targeted at addressing implicit bias and microaggression. Two themes were identified: 1) A safe space leading to enhanced confidence, and 2) what and why the interventions worked. CONCLUSION Our review findings found that healthcare professionals and students generally had a positive view of implicit bias and microaggression interventions in the realm of helping them gain knowledge and confidence to identify and respond to biased clinical encounters. This review could provide insights for administrators and institutions to provide such interventions in mitigating the impact of implicit bias and microaggression on healthcare staff and students. Future research should focus on comparing the views of participants from varied geographical and cultural backgrounds, and those with different healthcare disciplines.
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Affiliation(s)
- Noorhidayah Bte Noor Azman
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Teo Wei Zhou
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Shefaly Shorey
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, National University Health System, Singapore.
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Yoshioka-Maeda K, Katayama T, Fujii H, Shiomi M, Hosoya N, Mayama T. Effectiveness of a web-based learning program for promoting local healthcare planning competencies. Public Health Nurs 2023; 40:685-695. [PMID: 37482903 DOI: 10.1111/phn.13229] [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: 04/07/2023] [Revised: 07/06/2023] [Accepted: 07/11/2023] [Indexed: 07/25/2023]
Abstract
OBJECTIVE To determine the effectiveness of a web-based educational program regarding local healthcare planning by public health nurses (PHNs) in Japan. DESIGN A single-blind randomized controlled trial. SAMPLE Full-time PHNs working for local governments across Japan. MEASUREMENTS The primary outcome was nurses' self-perception of competencies in public health policy. The secondary outcome was self-perception of knowledge, skills, and perspectives regarding local healthcare planning. We analyzed intergroup differences using the intention-to-treat principle and the Mann-Whitney U-test. INTERVENTION The intervention group received six web-based learning modules including substantial knowledge and skills regarding local healthcare planning based on the analysis, design, development, implementation, and evaluation model and adult learning theory. RESULTS Totally, 273 PHNs registered, and 38 were excluded without completing the baseline survey; 235 were randomly allocated to either the intervention (n = 118) or control (n = 117) groups. Sixty-four participants in the intervention group completed the program. Over 70% of the participants lacked opportunities to learn about local healthcare planning. The intervention group showed significant improvement in self-perception of competencies, knowledge, and skills regarding local healthcare planning, except for items related to evaluation. CONCLUSIONS The web-based learning program effectively improved participants' self-perception of competencies in local healthcare planning.
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Affiliation(s)
- Kyoko Yoshioka-Maeda
- Department of Community Health Nursing, Division of Health Sciences and Nursing, Graduate School of Medicine, The University of Tokyo, Bunkyo-ku, Tokyo, Japan
| | - Takafumi Katayama
- Department of Statistics and Computer Science, College of Nursing Art and Science, University of Hyogo, Akashi City, Hyogo, Japan
| | - Hitoshi Fujii
- Department of Medical Statistics, School of Nursing, Mejiro University, Saitama City, Saitama, Japan
| | - Misa Shiomi
- Department of Human Health Sciences, Graduate School of Medicine, Kyoto University, Kyoto City, Kyoto, Japan
| | - Noriko Hosoya
- Department of Nursing, Faculty of Healthcare Sciences, Chiba Prefectural University of Health Sciences, Chiba City, Chiba, Japan
| | - Tatsushi Mayama
- Faculty of Policy Studies, Doshisha University, Kyoto City, Kyoto, Japan
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Nguyen D, Tupas KD, Thammasitboon S. Evolution of a Continuing Professional Development Program Based on a Community of Practice Model for Health Care Professionals in Resource-Limited Settings. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023; 44:58-63. [PMID: 37141179 DOI: 10.1097/ceh.0000000000000505] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
INTRODUCTION The Baylor International Pediatric AIDS Initiative (BIPAI) Network supports a network of independent nongovernmental organizations providing health care for children and families in low- and middle-income countries (LMIC). Using a community of practice (CoP) framework, a continuing professional development (CPD) program was created for health professionals to enhance knowledge and exchange best practices. METHODS An online learning platform (Moodle), videoconferencing (Zoom), instant messaging systems (Whatsapp), and email listserv facilitated learning and interaction between program participants. Target participants initially included pharmacy staff and expanded to include other health professionals. Learning modules included asynchronous assignments and review of materials, live discussion sessions, and module pretests and posttests. Evaluation included participants' activities, changes in knowledge, and assignment completion. Participants provided feedback on program quality via surveys and interviews. RESULTS Five of 11 participants in Year 1 earned a certificate of completion, and 17 of 45 participants earned a certificate in Year 2. Most modules showed an increase in module pretest and posttest scores. Ninety-seven percent of participants indicated that the relevance and usefulness of modules were good or outstanding. Ongoing evaluation indicated changes in Year 2 for program improvement, and notable outcomes indicated how CoP added value in developing a true community. DISCUSSION Using a CoP framework allowed participants to improve their personal knowledge and become part of a learning community and network of interdisciplinary health care professionals. Lessons learned included expanding program evaluation to capture potential value creation of the community of practice in addition to individual-level development; providing briefer, more focused programs to better serve busy working professionals; and optimizing use of technological platforms to improve participant engagement.
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Affiliation(s)
- Diane Nguyen
- Dr. Nguyen: Director of Global Programs, BIPAI Baylor College of Medicine International Pediatrics AIDS Initiative (BIPAI) at Texas Children's Hospital, and Assistant Professor, Department of Pediatrics Department of Education, Innovation and Technology, Baylor College of Medicine, TX. Dr. Tupas: Assistant Professor of Clinical Sciences, IL. Dr. Thammasitboon: Associate Professor of Pediatrics, Critical Care Medicine Division, Director, Center for Research, Innovation and Scholarship in Medical Education (CRIS), Texas Children's Hospital, Baylor College of Medicine, TX
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Wharton S, Macklin D, Morin MP, Blavignac J, Menzies S, Garofalo L, Francisco MA, Thomas C, Barakat M. The i-ACT™ in Obesity educational intervention: a pilot study on improving Canadian family physician care in obesity medicine. BMC PRIMARY CARE 2022; 23:101. [PMID: 35501830 PMCID: PMC9059350 DOI: 10.1186/s12875-022-01715-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/16/2021] [Accepted: 04/18/2022] [Indexed: 11/23/2022]
Abstract
Background Obesity is a chronic problem in Canada and although the Canadian Medical Association recognizes obesity as a disease, health care professionals (HCPs) are not necessarily proactively managing it as one. This study aimed to assess current obesity management knowledge and practices of Canadian family physicians (FPs) and evaluate the feasibility of an online self-directed learning platform, i-ACT™ in Obesity, in delivering learning and changing practice intentions to advance obesity management. Methods i-ACT™ in Obesity is an online self-directed learning program designed by Canadian obesity medicine experts to provide individualized learning curricula to participants. One hundred FPs, with an interest in weight management and managing patients with obesity, were recruited across Canada to participate in a pilot study. FP education was delivered in a stepwise manner. Each participant completed a practice profile assessment to determine knowledge gaps and educational needs. Learners then watched didactic videos across disciplines on topics assigned to their curriculum by the program algorithm based on the relative difference between indicated and desired current knowledge. FPs also completed 10 retrospective patient assessments to assess clinical management practices and planned behaviour change. Feasibility, acceptability, and satisfaction of the learning program were assessed to formulate the rationale for a more widespread deployment in the future. Survey responses and related data were analyzed using comparative measures and descriptive statistics. Results The program was piloted by ninety-one Canadian FPs, where 900 patients were assessed. FPs showed distinct differences between their current and desired levels of comfort in a variety of obesity-related topics. Participation was associated with an intention to use more obesity treatment interventions moving forward. The program received an overall satisfaction rating of 8.6 out of 10 and 100% of the evaluators indicated that they would recommend it to their colleagues. Conclusion The program was overall well received and successfully changed obesity management intentions among participating FPs, thus setting the stage for a larger more comprehensive study to examine the efficacy of i-ACT™ in Obesity in addressing knowledge gaps and advancing evidence-based, guidelines-aligned approach to obesity treatment. Supplementary Information The online version contains supplementary material available at 10.1186/s12875-022-01715-w.
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Zarei M, Mojarrab S, Bazrafkan L, Shokrpour N. The role of continuing medical education programs in promoting iranian nurses, competency toward non-communicable diseases, a qualitative content analysis study. BMC MEDICAL EDUCATION 2022; 22:731. [PMID: 36280836 PMCID: PMC9589750 DOI: 10.1186/s12909-022-03804-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2022] [Revised: 10/08/2022] [Accepted: 10/13/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Continuing medical education is essential for nurses to provide quality patient care and upgrade their professional skills and competence. The need for continuing medical education (CME) has become more apparent in the face of advances in medical science, the ever-changing healthcare system, and nurses' vital role in improving health care. It is, therefore, imperative to explore the nurses' experience of CME courses and the extent to which such programs are effective. OBJECTIVE The present qualitative study aimed to explore and describe nurses' experiences of the effect of CE programs in promoting their competencies toward non-communicable diseases. METHODS This qualitative content analysis study was conducted from December 2019 to April 2020 at various hospitals affiliated to Shiraz University of Medical Sciences (Shiraz, Iran) and based on the principles of conventional content analysis. The target population was nurses who actively worked in the chronic wards of these hospitals. The participants were selected using maximum variation sampling, including nine nursing managers, education and clinical supervisors, and staff nurses. Data were collected through individual, face-to-face, semi-structured interviews guided by an interview guide, and data collection continued until data saturation was achieved. Each interview took about 30-45 min. Follow up questions were used for clarification when needed. Data trustworthiness was assessed according to the criteria proposed by Guba and Lincoln. RESULTS Analysis of the interview data resulted in 230 primary codes, based on 8 categories, and three themes were identified. The extracted themes were gaps in the planning of the CME program, problematic context, and training to improve professional skills and competency. The associated categories were gaps in the planning of the CME program, problematic context, and training to improve professional skills and competency. CONCLUSION Professional competence and performance of nurses can be improved through intrinsic motivation stimulation, planning, and implementation of training programs based on professional needs and effective assessment of the teaching/learning process.
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Affiliation(s)
- Maryam Zarei
- Medical Education Development Centre, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Sadaf Mojarrab
- School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Leila Bazrafkan
- Clinical Education Research Centre, Education Development Centre, Shiraz University of Medical Sciences, Shiraz, Iran, Sina Sadra Halls, Neshat Ave, 7134874689.
- , Shiraz, Iran.
| | - Nasrin Shokrpour
- English Department, Faculty of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
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Delungahawatta T, Dunne SS, Hyde S, Halpenny L, McGrath D, O'Regan A, Dunne CP. Advances in e-learning in undergraduate clinical medicine: a systematic review. BMC MEDICAL EDUCATION 2022; 22:711. [PMID: 36207721 PMCID: PMC9540295 DOI: 10.1186/s12909-022-03773-1] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/26/2022] [Accepted: 09/26/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND E-learning is recognised as a useful educational tool and is becoming more common in undergraduate medical education. This review aims to examine the scope and impact of e-learning interventions on medical student learning in clinical medicine, in order to aid medical educators when implementing e-learning strategies in programme curricula. METHODS A systematic review compliant with PRISMA guidelines that appraises study design, setting and population, context and type of evaluations. Specific search terms were used to locate articles across nine databases: MEDLINE/PubMed, ScienceDirect, EMBASE, Cochrane Library, ERIC, Academic Search Complete, CINAHL, Scopus and Google Scholar. Only studies evaluating e-learning interventions in undergraduate clinical medical education between January 1990 and August 2021 were selected. Of the 4,829 papers identified by the search, 42 studies met the inclusion criteria. RESULTS The 42 studies included varied in scope, cognitive domain, subject matter, design, quality and evaluation. The most popular approaches involved multimedia platforms (33%) and case-based approaches (26%), were interactive (83%), asynchronous (71%) and accessible from home (83%). Twelve studies (29%) evaluated usability, all of which reported positive feedback. Competence in use of technology, high motivation and an open attitude were key characteristics of successful students and preceptors. CONCLUSIONS Medical education is evolving consistently to accommodate rapid changes in therapies and procedures. In today's technologically adept world, e-learning is an effective and convenient pedagogical approach for the teaching of undergraduate clinical medicine.
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Affiliation(s)
| | - S S Dunne
- School of Medicine, University of Limerick, Limerick, Ireland
| | - S Hyde
- School of Medicine, University of Limerick, Limerick, Ireland
| | - L Halpenny
- School of Medicine, University of Limerick, Limerick, Ireland
| | - D McGrath
- School of Medicine, University of Limerick, Limerick, Ireland
- Centre for Interventions in Infection, Inflammation & Immunity (4I), University of Limerick, Limerick, Ireland
| | - A O'Regan
- School of Medicine, University of Limerick, Limerick, Ireland
| | - C P Dunne
- School of Medicine, University of Limerick, Limerick, Ireland.
- Centre for Interventions in Infection, Inflammation & Immunity (4I), University of Limerick, Limerick, Ireland.
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Öztürk B, Akarsu R, Kayıhan H, Çelik Y, Kayhan SE. Investigation of the factors affecting the e-learning process in occupational therapy education during the pandemic with principal component analysis. Br J Occup Ther 2022; 85:694-703. [PMID: 38603093 PMCID: PMC8894908 DOI: 10.1177/03080226211070472] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2021] [Accepted: 12/08/2021] [Indexed: 11/17/2022]
Abstract
Introduction The aim of this study is to examine the factors affecting the e-learning process in occupational therapy education in the COVID-19 period. Method In the study, a form containing personal information and questions about the e-learning process, the International Physical Activity Questionnaire, the Academic Self-Efficacy Scale, the Perceived Stress Scale, and the Rosenberg Self-Esteem Scale were applied to 253 occupational therapy students via the Google form. Principal component analysis was used to evaluate the data. Results A large number of questionnaires were applied in the study, and principal component analysis, an advanced statistical method that enables the interpretation of this type of big data more effectively, was used. 13 components were determined, and a variance of 88% was explained. The main components were listed as students' self-perception about the education system, learning methods, home and university environment, information technologies, physical activity level, and academic performance/participation. Conclusion We hope that the results of our study will provide a perspective on what innovations can be made for quality improvement in occupational therapy education. It would be beneficial to increase student feedback by applying similar studies in other education programs.
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Affiliation(s)
- Başar Öztürk
- Faculty of Health Sciences,
Deparment of Occupational Therapy, Biruni University, İstanbul, Turkey
| | - Remziye Akarsu
- Faculty of Health Sciences,
Deparment of Occupational Therapy, Biruni University, İstanbul, Turkey
| | - Hülya Kayıhan
- Faculty of Health Sciences,
Deparment of Occupational Therapy, Biruni University, İstanbul, Turkey
| | - Yusuf Çelik
- Department of Biostatistics and
Medical Informatics, Medical School, Biruni University, İstanbul, Turkey
| | - Saynur Elif Kayhan
- Faculty of Health Sciences,
Deparment of Occupational Therapy, Biruni University, İstanbul, Turkey
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Olson CM. Nurse practitioner programs: Selection factors and the student experience. J Prof Nurs 2022; 41:88-99. [DOI: 10.1016/j.profnurs.2022.04.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2021] [Revised: 04/24/2022] [Accepted: 04/28/2022] [Indexed: 10/18/2022]
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Millimouno TM, Delvaux T, Kolié JM, Kourouma K, Van Bastelaere S, Tsunami CK, Béavogui AH, Garcia M, Van Damme W, Delamou A. Evaluation of Three Blended Learning Courses to Strengthen Health Professionals' Capacity in Primary Health Care, Management of Sexual and Reproductive Health Services and Research Methods in Guinea. Front Digit Health 2022; 4:911089. [PMID: 35832657 PMCID: PMC9271855 DOI: 10.3389/fdgth.2022.911089] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2022] [Accepted: 06/03/2022] [Indexed: 11/13/2022] Open
Abstract
Background Three blended courses on Primary Health Care (eSSP), Management of Sexual and Reproductive Health Services (eSSR), and Research Methods (eMR) were developed and implemented between 2017 and 2021 by the Maferinyah National Training and Research Center in Rural Health, a training and research institution of the Ministry of Health in Guinea. The study objectives were to evaluate the reasons for dropout and abstention, the learners' work behavior following the training, and the impact of the behavior change on the achievements of learners' organizations or services. Methods We evaluated the three implemented courses in 2021, focusing on levels 3 and 4 of the Kirkpatrick training evaluation model. Quantitative and qualitative data were collected through an open learning platform (Moodle), via an electronic questionnaire, during the face-to-face component of the courses (workshops), and at learners' workplaces. Descriptive statistics and thematic analysis were performed for quantitative and qualitative data, respectively. Results Out of 1,016 applicants, 543 including 137 (25%) women were enrolled in the three courses. Over the three courses, the completion rates were similar (67–69%) along with 20–29% dropout rates. Successful completion rates were 72% for eSSP, 83% for eMR and 85% for eSSR. Overall success rate (among all enrollees) ranged from 50% (eSSP) to 58% (eSSR). The majority (87%) of the learners reported applying the knowledge and skills they acquired during the courses through activities such as supervision (22%), service delivery (20%), and training workshops (14%). A positive impact of the training on utilization/coverage of services and increased revenues for their health facilities were also reported by some trainees. Conclusion These findings showed fair success rates and a positive impact of the training on learners' work behavior and the achievements of their organizations.
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Affiliation(s)
- Tamba Mina Millimouno
- Maferinyah National Training and Research Center in Rural Health, Forécariah, Guinea
- *Correspondence: Tamba Mina Millimouno
| | - Thérèse Delvaux
- Department of Public Health, Institute of Tropical Medicine, Antwerp, Belgium
| | - Jean Michel Kolié
- Maferinyah National Training and Research Center in Rural Health, Forécariah, Guinea
| | - Karifa Kourouma
- Maferinyah National Training and Research Center in Rural Health, Forécariah, Guinea
| | | | - Carlos Kiyan Tsunami
- Department of Clinical Sciences, Institute of Tropical Medicine, Antwerp, Belgium
| | - Abdoul Habib Béavogui
- Maferinyah National Training and Research Center in Rural Health, Forécariah, Guinea
| | - Marlon Garcia
- Department of Public Health, Institute of Tropical Medicine, Antwerp, Belgium
| | - Wim Van Damme
- Department of Public Health, Institute of Tropical Medicine, Antwerp, Belgium
| | - Alexandre Delamou
- Maferinyah National Training and Research Center in Rural Health, Forécariah, Guinea
- Africa Center of Excellence for Prevention and Control of Transmissible Diseases (CEA-PCMT), Gamal Abdel Nasser University, Conakry, Guinea
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Alharbi F, Alwadei SH, Alwadei A, Asiri S, Alwadei F, Alqerban A, Almuzian M. Comparison between two asynchronous teaching methods in an undergraduate dental course: a pilot study. BMC MEDICAL EDUCATION 2022; 22:488. [PMID: 35739594 PMCID: PMC9219382 DOI: 10.1186/s12909-022-03557-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/23/2022] [Accepted: 06/13/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Properly designed and implemented eLearning can lead to improvement of dental teaching quality. Various strategies have been proposed to increase the effectiveness of eLearning in dental education, however, there is a lack of research to assess the effectiveness of these strategies. OBJECTIVE To investigate dental students' learning performance and perception of a virtual flipped learning format compared to a virtual traditional learning method. METHODS A crossover pilot study was conducted at the College of Dentistry, Princes Sattam Bin Abdulaziz University, Saudi Arabia. Computer-generated randomization, blinded from researchers who analyzed the results, was performed to allocate 32 participants (aged 23.27 ± 0.86 years) to one of two groups. Participants in the control group were taught through the virtual traditional learning method (VTL) using live video lectures. In contrast, participants in the intervention group were taught through the virtual flipped learning method (VFL) using recorded online lectures and post-lecture virtual discussions. Learning gain and preference were measured by pre- and post-test average score differences and a modified validated survey, respectively. RESULTS There was no significant difference in learning performance between VFL and VTL groups (P > 0.05). However, students preferred VFL over VTL and the differences were significant among all survey items, except for the opportunity to ask questions. CONCLUSION Health professions educators are encouraged to carefully design online curricula with efficient learning strategies that help students improve learning performance and foster self-directed learning skills while valuing active learning in an online environment. TRIAL REGISTRATION NCT04692142 , 31/12/2020.
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Affiliation(s)
- Fahad Alharbi
- Department of preventive dental sciences/College of Dentistry, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia.
| | - Saleh H Alwadei
- Department of preventive dental sciences/College of Dentistry, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia
| | - Abdurahman Alwadei
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Saeed Asiri
- Department of preventive dental sciences/College of Dentistry, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia
| | - Farhan Alwadei
- Department of preventive dental sciences/College of Dentistry, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia
| | - Ali Alqerban
- Department of preventive dental sciences/College of Dentistry, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia
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Nakamura S, Takeuchi S, Hoshino T, Okubo N, Horiuchi S. Effects of web-based learning for nurses on their care for pregnant women with hiesho (sensitivity of hands or feet to cold): A randomized controlled trial. Jpn J Nurs Sci 2022; 19:e12490. [PMID: 35535379 DOI: 10.1111/jjns.12490] [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: 10/18/2021] [Revised: 01/19/2022] [Accepted: 03/06/2022] [Indexed: 11/29/2022]
Abstract
AIM Hiesho is a condition characterized by having a cold sensation in the hands or feet (i.e., sensitivity of the hands or feet to cold). This condition is common among Japanese women and is an important health problem. In this study, we aimed to evaluate a hiesho intervention program for nurses called "Preventing Hiesho: Intervention Program for Educating Nurses" in terms of its effectiveness in improving the knowledge and perceptions of nurses about the importance of hiesho care. METHODS A total of 130 nurses from Japanese hospitals and clinics providing prenatal care participated in our randomized controlled trial. Sixty-eight nurses participated in the "Preventing Hiesho: Intervention Program for Educating Nurses" for 2 weeks (intervention group). Sixty-two nurses received a pamphlet on hiesho care (control group). The responses of the participants to the questionnaire survey were collected by postal mail. An intention-to-treat analysis of the results was conducted. RESULTS One week after the implementation of the web-based learning program, the scores of knowledge and perceptions of the importance of administering hiesho care were significantly higher in the intervention group than in the control group. CONCLUSIONS A 2-week web-based learning program for educating nurses on preventing hiesho significantly improved their knowledge and perceptions of the importance of hiesho care.
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Affiliation(s)
- Sachiyo Nakamura
- Department of Nursing, Graduate School of Medicine, Yokohama City University, Yokohama, Japan
| | - Shoko Takeuchi
- Department of Nursing, Graduate School of Medicine, Yokohama City University, Yokohama, Japan
| | | | - Naoko Okubo
- Department of Health and Sports Science, Graduate School of Health and Sports Science, Juntendo University, Inzai, Japan
| | - Shigeko Horiuchi
- Department of Midwifery, Graduate School of Nursing Science, St. Luke's International University, Tokyo, Japan
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Inangil D, Dincer B, Kabuk A. Effectiveness of the Use of Animation and Gamification in Online Distance Education During Pandemic. Comput Inform Nurs 2022; 40:335-340. [PMID: 35266898 PMCID: PMC9093234 DOI: 10.1097/cin.0000000000000902] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
The study aimed to determine the effects on knowledge and motivation of animation and gamification in online distance education for a diabetes nursing course. This study was a randomized, controlled, prospective study implemented with 70 nursing students. The animation and gamification were applied to the experimental group. Data were collected using the "Diabetes Nursing Knowledge Test," "Instructional Materials Motivation Survey," and "Opinion Form on Diabetes Education Supported by Digital Instruments." There was a statistical difference between the Diabetes Nursing knowledge scores of the groups after the course (P < .05). The students in the experimental group had significantly higher attention and satisfaction and total scores from the Motivation Scale for Teaching Material sub-dimensions compared with the control group (P < .001). The results of our study in generation Z nursing students demonstrated that the use of animation and gamification in online distance learning in nursing students increased their knowledge as well as motivation.
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Affiliation(s)
- Demet Inangil
- Author Affiliations: Fundamental of Nursing Department, Hamidiye Faculty of Nursing, University of Health Sciences (Drs Demet and Kabuk); and Department of Internal Medicine Nursing, Health Science Faculty, Istanbul Medeniyet University (Dr Berna), Istanbul, Turkey
| | - Berna Dincer
- Author Affiliations: Fundamental of Nursing Department, Hamidiye Faculty of Nursing, University of Health Sciences (Drs Demet and Kabuk); and Department of Internal Medicine Nursing, Health Science Faculty, Istanbul Medeniyet University (Dr Berna), Istanbul, Turkey
| | - Ayşe Kabuk
- Author Affiliations: Fundamental of Nursing Department, Hamidiye Faculty of Nursing, University of Health Sciences (Drs Demet and Kabuk); and Department of Internal Medicine Nursing, Health Science Faculty, Istanbul Medeniyet University (Dr Berna), Istanbul, Turkey
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Yoshioka-Maeda K, Katayama T, Shiomi M, Hosoya N, Fujii H, Mayama T. Feasibility of an educational program for public health nurses to promote local healthcare planning: protocol for a pilot randomized controlled trial. Pilot Feasibility Stud 2022; 8:92. [PMID: 35477498 PMCID: PMC9043510 DOI: 10.1186/s40814-022-01054-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2021] [Accepted: 04/14/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Promoting of local healthcare planning is crucial for assisting public health nurses in improving community health inequities. However, there is no effective educational program for developing relevant skills and knowledge among these nurses. Therefore, this study aims to assess the feasibility of a newly developed web-based self-learning program to promote the involvement of public health nurses in the local healthcare planning process. METHODS A pilot randomized control trial randomly allocated eligible public health nurses to intervention and control wait-list groups [1:1]. The former will be exposed to six web-based learning modules from July to October 2021. After collecting post-test data, the wait-list group will be exposed to the same modules to ensure learning equity. The primary outcome will be evaluated by implementing a validated and standardized scale designed to measure public health policy competencies at the baseline and post-intervention, while secondary outcome will be measured on an action scale to demonstrate the necessity of healthcare activities. The third outcome will be the knowledge and skills related to local healthcare planning by public health nurses. The participants will provide feedback through free descriptions on the trial feasibility and a web-based self-learning program to identify improvement points for continual refinement. DISCUSSION The results will provide suggestions in preparation for a future definitive randomized controlled trial. This will provide preliminary data for an intervention aimed at improving relevant competencies among public health nurses who are tasked with resolving health inequities in their respective communities through local health planning. TRIAL REGISTRATION The protocol for this study was registered with the University Hospital Medical Information Network Clinical Trials Registry and approved by the International Committee of Medical Journal Editors (No. UMIN000043628 , March 23, 2021).
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Affiliation(s)
- Kyoko Yoshioka-Maeda
- Department of Community Health Nursing, Division of Health Sciences and Nursing, Graduate School of Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyo-ku, Tokyo, 113-0033, Japan. .,Department of Statistic and Computer Science, College of Nursing Art and Science, University of Hyogo, Hyogo, Japan.
| | - Takafumi Katayama
- Department of Statistic and Computer Science, College of Nursing Art and Science, University of Hyogo, Hyogo, Japan
| | - Misa Shiomi
- Department of Human Health Sciences, Graduate School of Medicine, Kyoto University, Kyoto, Japan
| | - Noriko Hosoya
- Department of Nursing, Faculty of Healthcare Sciences, Chiba Prefectural University of Health Sciences, Chiba, Japan
| | - Hitoshi Fujii
- Department of Medical Statistics, School of Nursing, Mejiro University, Saitama, Japan
| | - Tatsushi Mayama
- Faculty of Policy Studies, Doshisya University, Kyoto, Japan
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16
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Rad RF, Sadrabad AZ, Nouraei R, Khatony A, Bashiri H, Bozorgomid A, Rezaeian S. Comparative study of virtual and face-to-face training methods on the quality of healthcare services provided by Kermanshah pre-hospital emergency staff (EMS): randomized educational Intervention trial. BMC MEDICAL EDUCATION 2022; 22:203. [PMID: 35337312 PMCID: PMC8957122 DOI: 10.1186/s12909-022-03277-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/06/2021] [Accepted: 03/22/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Emergency medical centers are globally one of the most important pillars of pre-hospital care. The most important purpose of this system is to provide satisfactory services in the shortest possible time and in accordance with the modern scientific standards of the world. The present study aimed to compare the effect of virtual and face-to-face training methods on the quality of service provided by Kermanshah pre-hospital emergency personnel, Iran. METHODS This was a randomized educational intervention trial performed among the staff of Kermanshah Emergency Medical Center. Individuals were randomly divided into two training groups of virtual and face-to-face. Participants in the face-to-face group received slides, lectures, and practical work with moulage for 6 h a day. Subjects were taught the four skills of intubation, laryngeal mask airway (LMA), cardiopulmonary resuscitation (CPR) and attenuated electrical device (AED). Participants in the virtual group received the same content in the form of a training video on CD with a full explanation of the project's objectives. Pre- and post-test scores of participants were compared within and between the groups by Stata 14.0 software. RESULTS Eighty-seven individuals were participated in the study, 43 of whom were assigned to the face-to-face training group and 44 to the virtual training group. There was no significant difference between the two groups in terms of work experience and educational level (P > 0.05). Post-training scores in both groups were significantly higher than pre-training in the four skills (P ≤ 0.005). After adjusting for educational level and work experience, however, the quality of CPR, intubation, and AED was higher in the face-to-face training group than in the virtual group. However, the increase in the mean score of LMA in the virtual training was not significantly different than that of the face-to-face training group. CONCLUSION The results of our study showed the same efficacy of both face-to-face and virtual methods in improving the performance of personnel in tracheal intubation, LMA, CPR and AED shock skills. E-learning methods can be used as a complement to face-to-face methods in education.
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Affiliation(s)
- Reza Farahmand Rad
- Clinical Research Development Center, Imam Reza Hospital, Kermanshah University of Medical Sciences, Kermanshah, Iran
- Department of Emergency Medicine, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Akram Zolfaghari Sadrabad
- Clinical Research Development Center, Imam Reza Hospital, Kermanshah University of Medical Sciences, Kermanshah, Iran.
- Department of Emergency Medicine, Kermanshah University of Medical Sciences, Kermanshah, Iran.
| | - Reza Nouraei
- Shohada Hospital, Kermanshah University of Medical Sciences, Kermanshah, Iran.
| | - Alireza Khatony
- Clinical Research Development Center, Imam Reza Hospital, Kermanshah University of Medical Sciences, Kermanshah, Iran
- Infectious Diseases Research Center, Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Homayoon Bashiri
- Clinical Research Development Center, Imam Reza Hospital, Kermanshah University of Medical Sciences, Kermanshah, Iran
- Infectious Diseases Research Center, Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Arezoo Bozorgomid
- Clinical Research Development Center, Imam Reza Hospital, Kermanshah University of Medical Sciences, Kermanshah, Iran
- Infectious Diseases Research Center, Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Shahab Rezaeian
- Clinical Research Development Center, Imam Reza Hospital, Kermanshah University of Medical Sciences, Kermanshah, Iran
- Infectious Diseases Research Center, Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
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Wu XV, Selvam UP, Wang W, Ang ENK, Devi KM, Chan YS, Wee FC, Zhao S, Sehgal V, Chi Y. A web-based clinical pedagogy program to promote professional development for nurse preceptors: A quasi-experimental study. Nurse Educ Pract 2022; 59:103288. [DOI: 10.1016/j.nepr.2022.103288] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Revised: 01/05/2022] [Accepted: 01/06/2022] [Indexed: 10/19/2022]
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Kabir H, Tonmon TT, Hasan MK, Biswas L, Chowdhury MAH, Islam MD, Rahman M, Mitra DK. Association between preference and e-learning readiness among the Bangladeshi female nursing students in the COVID-19 pandemic: a cross-sectional study. BULLETIN OF THE NATIONAL RESEARCH CENTRE 2022; 46:8. [PMID: 35039742 PMCID: PMC8755973 DOI: 10.1186/s42269-022-00697-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2021] [Accepted: 12/31/2021] [Indexed: 05/14/2023]
Abstract
BACKGROUND The COVID-19 pandemic jeopardized the traditional academic learning calendars due to the closing of all educational institutions across the globe. To keep up with the flow of learning, most of the educational institutions shifted toward e-learning. However, the students' e-learning preference and e-learning readiness did not identify, particularly among the Bangladeshi female nursing students, where those can pose serious challenges. A cross-sectional study was carried out among the female nursing students between December 26, 2020, and January 11, 2021. A total of 237 students were recruited who have enrolled in e-learning at least the last 30 days of the participation. Multivariable linear regression models were fitted to find the association of students' preference, e-learning readiness domains, and other variables. RESULTS A cross-sectional study was conducted among the female nursing students to assess perceived e-learning readiness in the subdomains of readiness; availability, technology use, self-confidence, acceptance and training. The findings of the study revealed that the prevalence of preference for e-learning was 43.46%. The students did not prefer e-learning compared to 'prefer group' has significantly less availability of technology (β = - 3.01, 95% CI - 4.46, - 1.56), less use of technology (β = - 3.08, 95% CI - 5.11, - 1.06), less self-confidence (β = - 4.50, 95% CI - 7.02, - 1.98), less acceptance (β = - 5.96, 95% CI - 7.76, - 4.16) and less training need (β = - 1.86, 95% CI - 2.67, - 1.06). The age, degree, residence, parents' highest education, having a single room, and having any eye problems were significantly associated with the variation of availability of technology, use of technology, self-confidence, acceptance, and training need of e-learning. CONCLUSIONS The outcomes of the study could be helpful while developing an effective and productive e-learning infrastructure regarding the preparedness of nursing colleges for the continuation of academia in any adverse circumstances like the COVID-19 pandemic.
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Affiliation(s)
- Humayun Kabir
- Department of Public Health, North South University, Plot 15, Block B, Bashundhara, Dhaka, 1229 Bangladesh
| | - Tajrin Tahrin Tonmon
- Department of Public Health, North South University, Plot 15, Block B, Bashundhara, Dhaka, 1229 Bangladesh
| | - Md. Kamrul Hasan
- Department of Public Health, North South University, Plot 15, Block B, Bashundhara, Dhaka, 1229 Bangladesh
| | - Lila Biswas
- CRP Nursing College, Savar, Dhaka, 1343 Bangladesh
| | | | - Muhammad Didarul Islam
- Department of Gerontology and Geriatric Welfare, University of Dhaka, Dhaka, 1000 Bangladesh
| | - Mamunur Rahman
- Department of Pharmacy, East West University, Dhaka, 1212 Bangladesh
| | - Dipak Kumar Mitra
- Department of Public Health, North South University, Plot 15, Block B, Bashundhara, Dhaka, 1229 Bangladesh
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Overbay D, Bigand T, Springer G. Perceptions of Live Streaming Compared With an In-Person Nursing Conference: A Quality Improvement Project. J Nurs Adm 2021; 51:645-650. [PMID: 34817471 DOI: 10.1097/nna.0000000000001088] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
OBJECTIVE The aim of this study was to understand registered nurses' (RNs') perceptions of attending a live streaming versus in-person continuing education event. BACKGROUND During the COVID-19 global pandemic, in-person continuing education events for healthcare providers required conversion to digital platforms. Literature is sparse regarding healthcare providers' perceptions on attending a live streaming continuing education event. METHODS Registered nurses completed a survey after a live streaming research conference from a large US healthcare system. Likert-scale survey items were analyzed using descriptive statistics and open-ended questions with content analysis and thematic coding. RESULTS A total of 219 RNs participated. The RNs reported an overall positive experience with the live streaming event and indicated a preference for this platform for the future. Three benefits emerged: savings, self-care and safety, and user-friendly. Perceived drawbacks were coded with 3 themes: technical issues, impaired focus, and social/networking challenges. CONCLUSIONS Despite challenges, live streaming conferences may be satisfying and preferable for nurses.
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Affiliation(s)
- Devorah Overbay
- Author Affiliations: Manager Nursing Practice and Clinical Education (Dr Overbay), Nursing and Clinical Education Department, Northwest Washington Providence Medical Group, Everett; Nurse Scholar (Dr Bigand), Professional Development Department, Providence Health Care, Spokane; and Mental Health Clinical Nurse Specialist and Nurse Practitioner (Ms Springer), Behavioral Health Department, Providence Everett Medical Center, Everett, Washington
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20
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Say R, Visentin D, Cummings E, Carr A, King C. Formative online multiple-choice tests in nurse education: An integrative review. Nurse Educ Pract 2021; 58:103262. [PMID: 34902804 DOI: 10.1016/j.nepr.2021.103262] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2021] [Revised: 11/03/2021] [Accepted: 11/19/2021] [Indexed: 10/19/2022]
Abstract
AIM The aim of this integrative review is to explore how formative online multiple-choice tests used in nurse education promote self-regulated learning and report on pedagogies that support their design. BACKGROUND Online multiple-choice tests are widely used as learning and formative assessment tools in a range of educational contexts. However, little is known about how these tools are used to promote patterns of learner self-regulation. It is important that nurses and nursing students develop the capability to self-regulate learning to be effective lifelong learners and navigate complex and unfamiliar practice environments. DESIGN A five-stage approach guided this integrative review: problem identification, literature search, data evaluation, data analysis and presentation. METHOD A systematic search of ERIC, Web of Science, Ovid Medline, Scopus, PubMed, Embase and CINAHL was conducted in February 2021. Seventeen peer-reviewed papers were identified that discussed formative online multiple-choice tests in nurse education. Purposive sampling and ancestry searching identified an additional paper. Articles were analysed and sorted into themes of outcomes (presented as components of self-regulated learning theory) and pedagogy. RESULTS Formative online multiple-choice tests are used with good effect in nurse education as measured by knowledge gain and exam performance, increased confidence and learner satisfaction. There was no literature that explored metacognitive outcomes and minimal literature considered behavioural outcomes. Pedagogy supporting the implementation of multiple-choice tests was lacking in most articles. CONCLUSIONS Formative online multiple-choice tests are widely used with good effect in nurse education. However, opportunities for further research on how these tools can encourage metacognition and self-regulatory behaviours is warranted.
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Affiliation(s)
- Richard Say
- College of Health and Medicine, University of Tasmania, Locked Bag 5052, Alexandria, 2015 NSW, Australia.
| | - Denis Visentin
- College of Health and Medicine, University of Tasmania, Locked Bag 5052, Alexandria, 2015 NSW, Australia.
| | - Elizabeth Cummings
- College of Health and Medicine, University of Tasmania, Locked Bag 5052, Alexandria, 2015 NSW, Australia.
| | - Andrea Carr
- University College, University of Tasmania, Private Bag 70, Hobart, 7001 Tasmania, Australia.
| | - Carolyn King
- University College, University of Tasmania, Private Bag 70, Hobart, 7001 Tasmania, Australia.
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21
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Marie Musni S, Garrett B. Flipped Classroom Versus Classroom Lecture: A Content Mapping Study in Undergraduate Nursing. J Nurs Educ 2021; 60:629-632. [PMID: 34723740 DOI: 10.3928/01484834-20210913-05] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND Educators face the ongoing difficulty of managing finite class time and limited instructor-student interactions to balance discourse and active learning. Complicating this is the growing expectation to incorporate technology into nursing curriculum. This study explored the differences of the traditional classroom lecture (TL) with the flipped classroom (FC) format and the effects on higher-order thinking. METHOD A content analysis was performed on previous work. Concept maps were used to evaluate data from transcripts of undergraduate nursing students' case study discussions in either a TL or FC format. RESULTS FC groups had a more complex concept map morphology and identified more subcategories and links. They exhibited a greater number of higher-order thinking concepts compared with the TL groups. The emergence of discussion tangents across both the FC and the TL groups was unexpected. CONCLUSION The FC approach enhances student learning and aids in the development of higher-order thinking. [J Nurs Educ. 2021;60(11):629-632.].
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Dijkman B, Oosterhoff A, Akanov A, Paans W. The Development of an e-platform to Strengthen Nursing in Kazakhstan: A Systematic Review and a Delphi Study to Define Requirements. Open Nurs J 2021. [DOI: 10.2174/1874434602115010156] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Background:
To strengthen nursing in Kazakhstan, an e-platform has been developed to support knowledge sharing and collaboration in nursing education, nursing research, and clinical practice.
Objective:
This study aims to identify and prioritize requirements for an e-platform to strengthen nursing in the trinity of nursing education, nursing research, and clinical practice.
Methods:
The research was conducted using an exploratory sequential mixed-method design, including a systematic review and a Delphi study. The systematic review utilized search terms concerning nursing, e-platform, research, and education. The Delphi study included two rounds of questionnaires among a panel of Kazakh and European experts. Outcomes were analyzed using content validity ratios and level of consensus thresholds.
Results:
The systematic review generated eight studies and identified nine categories of requirements to be covered by four groups in the Delphi study. These four groups were content-related, functional, usability, and technical requirements. The study generated 52 essential and 15 useful requirements, which are common in the literature and in experts’ opinions.
Conclusion:
The list of requirements is well embedded in the literature as well as in the national context of nursing in Kazakhstan. Therefore, the e-platform developed according to these requirements will contribute to improving the trinity of nursing education, research, and practice. Although the list is context-specific, when validated by a panel of experts, it is universally applicable when developing e-platforms for nursing.
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Effects of a Web-Based Educational Program Regarding Physical Restraint Reduction in Long-Term Care Settings on Nursing Students: A Cluster Randomized Controlled Trial. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18136698. [PMID: 34206292 PMCID: PMC8297122 DOI: 10.3390/ijerph18136698] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/25/2021] [Revised: 06/17/2021] [Accepted: 06/18/2021] [Indexed: 11/29/2022]
Abstract
Physical restraint is still frequently used in many countries. However, a lack of education hinders physical restraint reduction in long-term care facilities. No study has yet to examine the effects of physical restraint reduction education on nursing students. This study aimed to evaluate the effects of a web-based educational program of physical restraint reduction on nursing students’ knowledge and perceptions. A cluster randomized controlled and single-blind design was used. This study was conducted at four nursing schools in South Korea. A total of 169 undergraduate nursing students completed this study. Using random allocation, two nursing schools (85 students) were allocated as the experimental group and the other two schools (84 students) as the control group. The experimental group received the web-based educational program, and the control group did not receive the educational program. Data were collected immediately before and after the web-based educational program. The experimental group’s knowledge and perceptions significantly improved between pre-test and post-test. The analysis of covariance showed statistically significant differences between groups in knowledge (p < 0.001) and perceptions (p < 0.001) over time, revealing positive effects of the web-based educational program. The web-based educational program regarding physical restraint reduction positively affected nursing students’ knowledge and perceptions. Future studies are required to examine the educational program’s longitudinal effects with more rigorous measurements and research methods.
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Fitzsimons D, Carson MA, Hansen TB, Neubeck L, Tanash MI, Hill L. The varied role, scope of practice, and education of cardiovascular nurses in ESC-affiliated countries: an ACNAP survey. Eur J Cardiovasc Nurs 2021; 20:572-579. [PMID: 33975357 DOI: 10.1093/eurjcn/zvab027] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/25/2020] [Revised: 08/05/2020] [Accepted: 03/18/2021] [Indexed: 11/12/2022]
Abstract
AIMS Cardiovascular disease burden is increasing globally, pressuring nursing staff to deliver high-quality care across a diverse range of treatment areas. As such, an evaluation of the educational preparation of nurses is needed. To determine the current role, scope of practice, education level, and needs of cardiovascular nurses working across the European Society of Cardiology (ESC)-affiliated countries. METHODS AND RESULTS A short survey was distributed in paper (EuroHeartCare 2018) or electronic format to nurses delivering cardiovascular care. A total of 876 cardiovascular nurses from 26 ESC-affiliated countries completed the survey. Most respondents (79%), were educated to at least bachelor level, with 46% having a masters or doctorate, and were highly motivated to continue their educational development. Despite this, a large number (44.3%) of respondents believed they were not fully prepared for their job. The main areas where further education was requested included acute care in cardiovascular disease (CVD) and CVD risk factor management. Face-to-face courses/training were the most requested delivery mode, followed by E-learning-which appears to be underutilized in this population. Awareness of the existing curricula for cardiovascular nurse education was minimal, and therefore these resources require further promotion and implementation. CONCLUSIONS This international sample of cardiovascular nurses was generally educated to degree level and motivated to improve their cardiovascular knowledge. Many believed they were underprepared for their role, highlighting the need for increased investment in education. This should be focused on specific needs and delivered using a face-to-face, E-learning, or blended-learning format. Furthermore, increased signposting of existing resources is required.
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Affiliation(s)
- Donna Fitzsimons
- School of Nursing and Midwifery, Queen's University Belfast, 97 Lisburn Road, Belfast BT9 7BL, UK
| | - Matthew A Carson
- School of Nursing and Midwifery, Queen's University Belfast, 97 Lisburn Road, Belfast BT9 7BL, UK
| | - Tina B Hansen
- Department of Cardiology, Zealand University Hospital, Alleen 15, 4180 Sorø, Roskilde, Denmark.,Department of Regional Health Research, University of Southern Denmark, J.B. Winsløws Vej 19, Odense, Denmark
| | - Lis Neubeck
- School of Health and Social Care, Edinburgh Napier University, Sighthill Campus, Sighthill Court, Edinburgh EH11 4BN, UK
| | - Mu'ath I Tanash
- Department of Adult Health Nursing, The Hashemite University, Zarqa, Jordan
| | - Loreena Hill
- School of Nursing and Midwifery, Queen's University Belfast, 97 Lisburn Road, Belfast BT9 7BL, UK
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25
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The role of digital technology in providing education, training, continuing professional development and support to the rural health workforce. HEALTH EDUCATION 2021. [DOI: 10.1108/he-11-2020-0109] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023]
Abstract
PurposeEducation, training and continuing professional development are amongst the evidence-based initiatives for attracting and retaining rural and remote health professionals. With rapidly increasing access to and use of digital technology worldwide, there are new opportunities to leverage training and support for those who are working in rural and remote areas. In this paper we determine the key elements associated with the utility of digital technologies to provide education, training, professional learning and support for rural health workforce outside the University and tertiary sector.Design/methodology/approachA scoping review of peer-reviewed literature from Australia, Canada, US and New Zealand was conducted in four bibliographic databases – Medline complete, CINAHL, Academic Search complete and Education Complete. Relevant studies published between January 2010 and September 2020 were identified. The Levac et al. (2010) enhanced methodology of the Arksey and O'Malley (2005) framework was used to analyse the literature.FindingsThe literature suggests there is mounting evidence demonstrating the potential for online platforms to address the challenges of rural health professional practice and the tyranny of distance. After analysing 22 publications, seven main themes were found – Knowledge and skills (n = 13), access (n = 10), information technology (n = 7), translation of knowledge into practice (n = 6), empowerment and confidence (n = 5), engagement (n = 5) and the need for support (n = 5). Ongoing evaluation will be critical to explore new opportunities for digital technology to demonstrate enhanced capability and retention of rural health professionals.Originality/valueTo date there has been limited examination of research that addresses the value of digital platforms on continuing professional development, education and support for rural health professionals outside the university and tertiary training sectors.
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26
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Li R. An artificial intelligence agent technology based web distance education system. JOURNAL OF INTELLIGENT & FUZZY SYSTEMS 2021. [DOI: 10.3233/jifs-189369] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Based on the analysis of the characteristics of artificial intelligence and agent, this paper discusses the feasibility of introducing Web services and intelligent agent technology into online teaching and learning and proposes a modern distance education system model based on artificial intelligence agent technology web. The architecture integrates the advantages of Agent technology and Web services. Starting from improving the shortcomings of the traditional Web-based distance teaching system, it strives to increase learners’ self-directed learning interest, monitor students’ emotions, and exchange knowledge between teaching agents. To realize students’ on-demand learning according to their aptitude, teachers’ teaching ultimately improve the system’s flexibility, personalization, and artificial intelligence. Under the guidance of learning communities and other theories, construct learner model ontology inference rules. Based on the learner’s relationship characteristics, the knowledge domain that the learner is interested in is inferred, thus constructing an intelligent information retrieval system. Knowledge retrieval is realized quickly and accurately, thereby verifying the application of learner relationship characteristics in digital learning.
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Affiliation(s)
- Ruisheng Li
- College of Public Security Technology, Gansu University of Political Science and Law, Gansu Province, Lanzhou, China
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Jalili P, Valizadeh L, Jaffar Abadi M, Jari P. Comparing the effects of education through compact disk and social media on knowledge and practice regarding the assessment of preterm infant behavior among nurses in neonatal intensive care units. Nurs Midwifery Stud 2021. [DOI: 10.4103/nms.nms_10_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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The Effect of Distance Learning on Knowledge Acquisition in Undergraduate Second-Degree Nursing Students: A Systematic Review. Nurs Educ Perspect 2020; 42:136-141. [PMID: 33323720 DOI: 10.1097/01.nep.0000000000000756] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
AIM The aim of the study was to determine the effect of distance learning on knowledge acquisition in undergraduate second-degree nursing students, a growing population of nursing students. BACKGROUND Distance learning is a convenient way of attaining professional training. METHOD The study was conducted by critical appraisal and data extraction using Joanna Briggs Institute tools for quasi-experimental, qualitative systematic reviews and research synthesis and randomized control research. Risk for bias was determined using the Cochrane collaboration tool. RESULTS Eleven studies from five countries are included in the review: four quantitative, two qualitative, one mixed-method, and four integrative review. Dates range from 2015 to 2018. CONCLUSION The evidence suggests that knowledge acquisition is not impacted by educational setting alone. Flipped classroom and mixed-method instruction were found to positively impact knowledge acquisition. Distance learning, coupled with traditional face-to-face instruction, has a greater impact on knowledge acquisition than either method alone. Online methodologies improve clinical skill acquisition more than face-to-face instruction.
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Shireman TI, Adia AC, Tan Y, Zhu L, Rhee J, Ogunwobi OO, Ma GX. Online versus in-person training of community health workers to enhance hepatitis B virus screening among Korean Americans: Evaluating cost & outcomes. Prev Med Rep 2020; 19:101131. [PMID: 32518742 PMCID: PMC7272502 DOI: 10.1016/j.pmedr.2020.101131] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2019] [Revised: 05/12/2020] [Accepted: 05/23/2020] [Indexed: 01/10/2023] Open
Abstract
From 2014 to 2018, we developed and implemented culturally appropriate interventions delivered by community health workers (CHWs) in Pennsylvania and New Jersey. To determine the most cost-effective approach, we recruited 40 predominantly foreign-born Korean American CHWs and used cluster sampling to assign them into two training groups (online training vs. in-person training). We prospectively assessed the cost of training 40 Korean American CHWs and the cost of subsequent HBV educational workshops delivered by the CHWs. We also assessed these costs relative to the success of each training approach in recruiting participants for HBV screening and vaccination. We found that the training costs per participant were higher for in-person training ($1.71 versus $1.12), while workshop costs per participant were lower for in-person training ($2.19 versus $4.22). Workshop attendee costs were comparable. After accounting for site clustering, there were no significant differences in total costs per participant ($24.55 for the online-trained group and $26.05 for the in-person group). In-person trained CHWs were able to generate higher HBV screening and vaccination rates (49.3% versus 21.4% and 17.0% versus 5.9%, respectively) among their participants compared with online-trained CHWs. Given better outcomes and no differences in costs, in-person training dominated the online training option. Despite the potential for efficiency to be gained with online training, CHWs who attended live training outperformed their online-trained colleagues. Elements of the didactic approach or practice with peers in the live session may have contributed to the superior training effectiveness and, ultimately, improved cost-effectiveness of the in-person approach.
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Affiliation(s)
- Theresa I. Shireman
- Department of Health Services, Policy and Practice, School of Public Health, Brown University, Providence, RI, USA
| | - Alexander C. Adia
- Department of Health Services, Policy and Practice, School of Public Health, Brown University, Providence, RI, USA
| | - Yin Tan
- Center for Asian Health, Lewis Katz School of Medicine, Temple University, Philadelphia, PA, USA
| | - Lin Zhu
- Center for Asian Health, Lewis Katz School of Medicine, Temple University, Philadelphia, PA, USA
| | - Joanne Rhee
- Center for Asian Health, Lewis Katz School of Medicine, Temple University, Philadelphia, PA, USA
| | - Olorunseun O. Ogunwobi
- Department of Biological Sciences, Hunter College of the City University of New York, New York, NY, USA
| | - Grace X. Ma
- Center for Asian Health, Lewis Katz School of Medicine, Temple University, Philadelphia, PA, USA
- Department of Clinical Sciences, Lewis Katz School of Medicine, Temple University, Philadelphia, PA, USA
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Carroll L, Sheehy L, Doherty J, O'Brien D, Brosnan M, Cronin M, Dougan N, Coughlan B, Kirwan C. Perineal management: Midwives' confidence and educational needs. Midwifery 2020; 90:102817. [PMID: 32805592 DOI: 10.1016/j.midw.2020.102817] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2020] [Revised: 07/07/2020] [Accepted: 08/10/2020] [Indexed: 11/19/2022]
Abstract
OBJECTIVE The overall aim of this study was to collate information to inform the updating of a perineal management educational programme for midwives. This paper explores midwives' confidence and educational needs in managing the woman's perineum during the second stage of labour, focusing on future quality initiatives to improve midwives' experiences and expertise in the prevention of perineal trauma during birth. DESIGN A mixed-methods sequential exploratory design was used. PARTICIPANTS AND SETTING Midwives and clinical midwife managers assisting with births in the labour ward of a large urban university stand-alone maternity hospital in the Republic of Ireland with approximately 9,000 births per year participated in the study. MEASUREMENTS A questionnaire and two focus groups were used to collect the data. FINDINGS Fifty-two midwives from a total of 64 eligible labour ward midwives completed the questionnaire, a response rate of 81.2%. Midwives indicated that perineal management workshops did not cover prevention of perineal trauma, and mainly focused on suturing and repair of the perineum. The majority of midwives (85%) indicated that they would like further education on the prevention of perineal trauma. Higher levels of confidence in making a decision to perform an episiotomy, infiltrating the perineum and at performing an episiotomy were reported in experienced midwives. Midwives want improved and additional education in the management of women's perinea during the second stage of labour and made various recommendations regarding the content, format, timing and frequency of the workshop. Suggestions for further education included techniques for preventing perineal trauma during labour and birth and how to perform an episiotomy. KEY CONCLUSIONS This study provides key insights into midwives' confidence and educational needs in relation to managing the woman's perineum during the second stage of labour. The findings from this study demonstrates the appetite of midwives for additional education in the area of perineal management, particularly prevention strategies. IMPLICATIONS FOR PRACTICE Midwives play an essential role in reducing the rates of perineal trauma through regular education. It is therefore important that midwives keep up to date with the best available evidence. Updating existing perineal management educational programmes that are tailor made to midwives' needs could not only improve clinical skills and perineal protection techniques but also midwives' confidence in decision making. The overall aim is to reduce perineal trauma in women having a spontaneous vaginal birth.
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Affiliation(s)
- Lorraine Carroll
- School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland.
| | | | | | - Denise O'Brien
- School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland
| | | | | | | | - Barbara Coughlan
- School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland
| | - Ciara Kirwan
- School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland
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Bendezu-Quispe G, Quijano-Escate R, Hernández-Vásquez A, Inga-Berrospi F, Condor DF. Massive Open Online Courses for continuing education for nursing professionals in Peru. Rev Lat Am Enfermagem 2020; 28:e3297. [PMID: 32609263 PMCID: PMC7332249 DOI: 10.1590/1518-8345.3803.3297] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2019] [Accepted: 03/14/2020] [Indexed: 07/31/2024] Open
Abstract
METHOD to determine the global offer of Massive Open Online Courses (MOOCs) in health and nursing, and to know the characteristics of its content, for continuing education in nursing professionals in Peru. Exploratory study was carried out on the websites: Coursera, edX, FutureLearn, XuetangX and Udacity, Class Central and MOOC List. The courses were classified according to the five nursing areas recognized by the Peruvian College of Nurses (Colegio de Enfermeros del Perú, CEP). From each course, data was collected on institution and country of origin, hours per week and total duration in weeks, audio and subtitle language. RESULTS a total of 654 courses in this modality are offered in health were found, covering the five areas contemplated by the Peruvian College of Nurses. Fourteen courses were specifically developed for nursing with an average duration of five weeks (3.2 hours per week of activities). Eleven came from Anglo-Saxon institutions, with content in English. Only two courses were offered in Spanish and one in Turkish. CONCLUSION Massive Open Online Courses would be a useful tool for the continuing education of the Peruvian nurse given the wide offer, including some specifically for nurses, in the different areas of nursing. The content of the course is mostly in English. Expanding the range of languages or subtitles would facilitate the participation of a larger audience.
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Affiliation(s)
- Guido Bendezu-Quispe
- Universidad San Ignacio de Loyola, Unidad de Investigación para la
Generación y Síntesis de Evidencias en Salud, Lima, Peru
| | - Renatta Quijano-Escate
- Universidad Nacional San Luis Gonzaga, Sociedad Científica de
Estudiantes de Medicina de Ica - SOCEMI, Ica, Peru
| | - Akram Hernández-Vásquez
- Universidad San Ignacio de Loyola, Centro de Excelencia en
Investigaciones Económicas y Sociales en Salud, Lima, Peru
| | - Fiorella Inga-Berrospi
- Universidad Privada Norbert Wiener, Centro de investigación, Lima,
Peru
- Universidad Continental, Lima, Peru
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Begum R, Liu J, Sun C. Always InforMED: Nurse champion-led intervention to improve medication communication among nurses and patients. Appl Nurs Res 2020; 53:151264. [DOI: 10.1016/j.apnr.2020.151264] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2019] [Revised: 10/02/2019] [Accepted: 03/11/2020] [Indexed: 10/24/2022]
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Regmi K, Jones L. A systematic review of the factors - enablers and barriers - affecting e-learning in health sciences education. BMC MEDICAL EDUCATION 2020; 20:91. [PMID: 32228560 PMCID: PMC7106784 DOI: 10.1186/s12909-020-02007-6] [Citation(s) in RCA: 216] [Impact Index Per Article: 54.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/31/2019] [Accepted: 03/18/2020] [Indexed: 05/19/2023]
Abstract
BACKGROUND Recently, much attention has been given to e-learning in higher education as it provides better access to learning resources online, utilising technology - regardless of learners' geographical locations and timescale - to enhance learning. It has now become part of the mainstream in education in the health sciences, including medical, dental, public health, nursing, and other allied health professionals. Despite growing evidence claiming that e-learning is as effective as traditional means of learning, there is very limited evidence available about what works, and when and how e-learning enhances teaching and learning. This systematic review aimed to identify and synthesise the factors - enablers and barriers - affecting e-learning in health sciences education (el-HSE) that have been reported in the medical literature. METHODS A systemic review of articles published on e-learning in health sciences education (el-HSE) was performed in MEDLINE, EMBASE, Allied & Complementary Medicine, DH-DATA, PsycINFO, CINAHL, and Global Health, from 1980 through 2019, using 'Textword' and 'Thesaurus' search terms. All original articles fulfilling the following criteria were included: (1) e-learning was implemented in health sciences education, and (2) the investigation of the factors - enablers and barriers - about el-HSE related to learning performance or outcomes. Following the PRISMA guidelines, both relevant published and unpublished papers were searched. Data were extracted and quality appraised using QualSyst tools, and synthesised performing thematic analysis. RESULTS Out of 985 records identified, a total of 162 citations were screened, of which 57 were found to be of relevance to this study. The primary evidence base comprises 24 papers, with two broad categories identified, enablers and barriers, under eight separate themes: facilitate learning; learning in practice; systematic approach to learning; integration of e-learning into curricula; poor motivation and expectation; resource-intensive; not suitable for all disciplines or contents, and lack of IT skills. CONCLUSIONS This study has identified the factors which impact on e-learning: interaction and collaboration between learners and facilitators; considering learners' motivation and expectations; utilising user-friendly technology; and putting learners at the centre of pedagogy. There is significant scope for better understanding of the issues related to enablers and facilitators associated with e-learning, and developing appropriate policies and initiatives to establish when, how and where they fit best, creating a broader framework for making e-learning effective.
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Affiliation(s)
- Krishna Regmi
- Faculty of Health and Social Sciences, Institute for Health Research, University of Bedfordshire, Luton, LU2 8LE UK
- Centre for Medical Education, School of Medicine, University of Dundee, The Mackenzie Building, Kirsty Semple Way, Dundee, DD2 4BF UK
| | - Linda Jones
- Centre for Medical Education, School of Medicine, University of Dundee, The Mackenzie Building, Kirsty Semple Way, Dundee, DD2 4BF UK
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Yoshioka‐Maeda K. Promoting needs‐oriented health programme planning through public health nurses in Japan. J Adv Nurs 2020; 76:1496-1497. [DOI: 10.1111/jan.14337] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2020] [Accepted: 02/25/2020] [Indexed: 11/30/2022]
Affiliation(s)
- Kyoko Yoshioka‐Maeda
- Department of Health Promotion National Institute of Public Health Wako‐shi Japan
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Bilik Ö, Kankaya EA, Deveci Z. Effects of web-based concept mapping education on students' concept mapping and critical thinking skills: A double blind, randomized, controlled study. NURSE EDUCATION TODAY 2020; 86:104312. [PMID: 31841830 DOI: 10.1016/j.nedt.2019.104312] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2019] [Revised: 11/01/2019] [Accepted: 12/02/2019] [Indexed: 05/12/2023]
Abstract
BACKGROUND Using concept maps in nurse education improves students' critical thinking skills. Offering web-based concept mapping education can increase motivation for learning in students actively using the Internet. OBJECTIVES To examine the effects of web-based concept mapping education on nursing students' concept mapping and critical thinking skills. DESIGN This is a double-blind, randomized, controlled, experimental study. SETTINGS A nursing faculty at a state university in Turkey. PARTICIPANTS Second-year nursing students taking the course surgical nursing in the spring term of the academic year of 2018/2019. METHODS The experimental group (n = 201) was offered web-based concept mapping education before starting practicums. Data were collected using a students' information form, concept map evaluation keys, and the Critical Thinking Motivational Scale at the end of the practicums. A structured questionnaire was used to reveal opinions of the students about concept mapping. RESULTS There was a significant difference in concept mapping scores between the students offered web-based concept mapping education (16.45 ± 10.91) and those not receiving this education (12.70 ± 9.31) (p= .000). Also, there was a significant difference in students' scores for the subscales of Critical Thinking Motivational Scale expectancy, attainment and utility between the groups. The students reported that concept maps facilitated their learning and management of nursing processes but that they occasionally experienced difficulty. CONCLUSION It can be concluded that web-based concept mapping education improves concept mapping skills and motivation for critical thinking skills. Web-based education could be utilized as a tool to enhance nursing students' concept mapping and critical thinking skills.
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Affiliation(s)
- Özlem Bilik
- Faculty of Nursing, Dokuz Eylul University, Balcova, Izmir, Turkey
| | | | - Zeynep Deveci
- Instute of Health Science, Dokuz Eylul University, Izmir, Turkey.
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DeSouza K, Pit SW, Moehead A. Translating facilitated multimodal online learning into effective person-centred practice for the person living with dementia among health care staff in Australia: an observational study. BMC Geriatr 2020; 20:33. [PMID: 32005158 PMCID: PMC6995125 DOI: 10.1186/s12877-020-1417-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2019] [Accepted: 01/07/2020] [Indexed: 11/15/2022] Open
Abstract
BACKGROUND This paper aims to identify whether health care staff perceive a 12-week online facilitated, multimodal, person-centred care, dementia education program influences their knowledge, skills, behaviour and practice improvement activities in dementia care. In particular it will examine a dementia education program 'Positive Approach to Care of the Older Person with Dementia' (The Program). METHODS Three clusters of online questions were developed. Participants completed the first cluster at course completion (N = 1455;2013-2016). The second cluster was added into the 2015-2016 exit-surveys to measure clinical practice improvement (CPI) activities implementation (N = 520). Thirdly, all participants were invited to a 2018 follow-up survey (N = 343). The Program was also matched with key factors that are likely to result in effective online dementia education programs. RESULTS The Program had a 78% completion rate. At course completion (2013-2016, N = 1455), 62% felt that the online forums generated useful discussion and 92% thought their work would support implementing their new knowledge and skills. In 2015-16, participants (N = 520) reported that The Program had influenced their practice in terms of new knowledge (87%), understanding (87%), awareness (88%), and new ideas about delivering dementia care (80%). Almost all (95%) participants indicated they had changed 'an aspect of their own professional practice'. Sixty-three percent had planned to develop a CPI activity. Of those (N = 310), 40% developed a new or improved tool and 21% planned to deliver education or create new resources. The most common CPI activities reported in the 2018 follow-up survey (N = 343) included education (49%) and role modelling of new behaviour (47%). Additionally, 75% indicated their CPI influenced their practice and had influenced patients (53%) and colleagues (53%). Fifty-seven percent reported their projects were sustained for 12 months or more. CONCLUSION The Positive Approach to Care of the Older Person with Dementia education program can potentially improve training the dementia workforce. Participants perceived that a multimodal online platform facilitated by clinical champions influences knowledge transfer, skills and behaviour, encourages workplace CPI activities. Further effort could be directed towards empowering and supporting care staff on system, procedure and practice change and engaging management to translate training activities into practice.
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Affiliation(s)
- K. DeSouza
- Dementia Care Competency & Training Network, Northern NSW Local Health District, LMB 11, Lismore, NSW 2480 Australia
| | - S. W. Pit
- Western Sydney University, University Centre for Rural Health, 61 Uralba Street, Lismore, NSW 2480 Australia
- University of Sydney, University Centre for Rural Health, 61 Uralba Street, Lismore, 2480 NSW Australia
| | - A. Moehead
- Dementia Care Competency & Training Network, Northern NSW Local Health District, LMB 11, Lismore, NSW 2480 Australia
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Moehead A, DeSouza K, Walsh K, Pit SW. A Web-Based Dementia Education Program and its Application to an Australian Web-Based Dementia Care Competency and Training Network: Integrative Systematic Review. J Med Internet Res 2020; 22:e16808. [PMID: 32012077 PMCID: PMC7003124 DOI: 10.2196/16808] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2019] [Revised: 11/28/2019] [Accepted: 12/15/2019] [Indexed: 12/20/2022] Open
Abstract
Background Dementia education that meets quality and safety standards is paramount to ensure a highly skilled dementia care workforce. Web-based education provides a flexible and cost-effective medium. To be successful, Web-based education must contain features that promote learning and support knowledge translation into practice. The Dementia Care Competency and Training Network (DCC&TN) has developed an innovative Web-based program that promotes improvement of the attitudes, knowledge, skills, behavior, and practice of clinicians, regardless of their work setting, in order to improve the quality of life for people living with dementia. Objective This review aims to (1) determine the key features that are associated with an effective and functional Web-based education program—an effective and functional Web-based program is defined as one that measures results, is accessible, is user friendly, and translates into clinical practice—and (2) determine how these features correlate with the DCC&TN. Methods Six electronic databases—Medline, Embase, Cumulative Index to Nursing and Allied Health Literature (CINAHL), AusHealth, Nursing@Ovid, and Google Scholar—were searched for articles published between 2009 and 2018 using the following keywords: Education, Distance, Continuing, Learning, Online, Web-Based, Internet, Dementia, Program Evaluation, Validation Studies, Outcome and Process Assessment Healthcare, Nursing, Assisted Instruction, and Facilitated. The Critical Appraisal Skills Programme (CASP) and Kirkpatrick’s model for the evaluation of training were used to ensure quality and rigor of the analysis. Results A total of 46 studies met the inclusion criteria. In total, 14 key features were associated with an effective Web-based learning environment, which enabled the environment to be as follows: self-directed, individualized, interactive, multimodal, flexible, accessible, consistent, cost-effective, measurable with respect to participant satisfaction, equitable, facilitated, nurturing of critical thinking and reflection, supportive of creating a learning community, and translated into practice. These features were further categorized into five subgroups: applicability, attractiveness, functionality, learner interaction, and implementation into practice. Literature frequently cites Kirkpatrick’s four-level model of evaluation and application in the review of education and training; however, few studies appeared to integrate all four levels of Kirkpatrick’s model. Features were then correlated against the DCC&TN, with an encouraging connection found between these features and their inclusion within the content and structure of the DCC&TN. Conclusions A total of 14 key features were identified that support an effective and functional Web-based learning environment. Few studies incorporated Kirkpatrick’s salient elements of the model—reaction, learning, behavior, and results—in their evaluation and clinical application. It could, therefore, be considered prudent to include Kirkpatrick’s levels of training evaluation within studies of dementia training. There were few studies that evaluated Web-based dementia education programs, with even fewer reporting evidence that Web-based training could increase staff confidence, knowledge, skills, and attitudes toward people with dementia and be sustainable over time. The DCC&TN appeared to contain the majority of key features and is one of the few programs inclusive of hospital, community, and residential care settings. The 14 key features can potentially enhance and complement future development of online training programs for health sciences education and beyond. The DCC&TN model could potentially be used as a template for future developers and evaluators of Web-based dementia training.
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Affiliation(s)
- Anne Moehead
- Northern New South Wales Local Health District, New South Wales Ministry of Health, Lismore, Australia
| | - Kathryn DeSouza
- Northern New South Wales Local Health District, New South Wales Ministry of Health, Lismore, Australia
| | - Karen Walsh
- Northern New South Wales Local Health District, New South Wales Ministry of Health, Lismore, Australia
| | - Sabrina W Pit
- Western Sydney University, Sydney, Australia.,University Centre for Rural Health, University of Sydney, Sydney, Australia
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Martinengo L, Yeo NJY, Markandran KD, Olsson M, Kyaw BM, Car LT. Digital health professions education on chronic wound management: A systematic review. Int J Nurs Stud 2019; 104:103512. [PMID: 32086027 DOI: 10.1016/j.ijnurstu.2019.103512] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2019] [Revised: 12/17/2019] [Accepted: 12/20/2019] [Indexed: 12/18/2022]
Abstract
BACKGROUND Continuing education is crucial for healthcare professionals to keep up with research but attending classroom lectures is a major barrier. Chronic wound management is increasingly relevant for continuous professional training. Digital education offers learning tailored to individual needs and could be an effective alternative to healthcare professionals' training. However, the effectiveness of digital education for chronic wound management training has not been explored. OBJECTIVES To assess the effectiveness of digital education in improving healthcare professionals' knowledge, attitudes, practical skills and behaviour change on chronic wound management, and their satisfaction with the intervention. DESIGN This systematic review follows Cochrane methodology and is one of a series of reviews on the use of digital education for health professions education. Protocol registration: PROSPERO CRD42018109971 DATA SOURCES: Searches were conducted in MEDLINE, Embase, Web of Science, ERIC, PsycINFO, CINAHL, CENTRAL, and ProQuest Dissertation and Theses Database. REVIEW METHODS We included randomised control trials, cluster randomised control trials and quasi-randomised control trials comparing digital or blended education with traditional learning, no intervention or other forms of digital or blended education for pre- or post-registration healthcare professionals in chronic wound management. A narrative summary of findings is presented. RESULTS Seven studies (1,404 participants) were included. All studies investigated interventions for nursing students or professionals working in hospitals or community settings, and all but one study focused on pressure ulcers. Five studies (935 participants) assessed post-intervention knowledge, and indicated that digital education was more effective than no intervention, while blended learning was superior to exclusive digital education. Three studies (543 participants) assessed post-intervention skills and reported mixed results. One study (140 participants) compared post-intervention behaviour change and satisfaction with blended and online digital education, and reported no difference in behaviour between the groups, and higher satisfaction with blended education. For knowledge retention up to six months, digital education was more effective than no intervention, while blended learning was superior to digital education. The risk of bias in included studies was mostly high or unclear. CONCLUSIONS Digital education on chronic wound management appears to be less effective than blended education and more effective than no intervention in improving knowledge among nurses and nursing students. Data for other outcomes is scarce and inconclusive. Future studies should assess participants' skills, attitudes, satisfaction and behaviour change; cost-effectiveness and potential untoward effects of digital education, compare digital education to other learning modalities and include other healthcare professionals in diverse clinical settings.
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Affiliation(s)
- Laura Martinengo
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road Level 18, Singapore 308232, Singapore.
| | - Natalie Jia Ying Yeo
- Laboratory of Molecular and Vascular Medicine, Lee Kong Chian School of Medicine, Nanyang Technological University, 59 Nanyang Drive, Level 3, Singapore 636921, Singapore.
| | - Kasturi D/O Markandran
- Laboratory of Muscle and Cardiac Biophysics, Lee Kong Chian School of Medicine, Nanyang Technological University, 59 Nanyang Drive, Level 3, Singapore 636921, Singapore.
| | - Maja Olsson
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road Level 18, Singapore 308232, Singapore; Institute of Health and Biomedical Innovation, Queensland University of Technology, 149 Victoria Park Rd, Kelvin Grove, Queensland 4059, Australia
| | - Bhone Myint Kyaw
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road Level 18, Singapore 308232, Singapore; Family Medicine and Primary Care, Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road Level 18, Singapore 308232, Singapore.
| | - Lorainne Tudor Car
- Family Medicine and Primary Care, Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road Level 18, Singapore 308232, Singapore; Department of Primary Care and Public Health, School of Public Health, Imperial College London, The Reynolds Building, St Dunstan's Road, London W6 8RP, UK.
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Rouleau G, Gagnon MP, Côté J, Payne-Gagnon J, Hudson E, Dubois CA, Bouix-Picasso J. Effects of E-Learning in a Continuing Education Context on Nursing Care: Systematic Review of Systematic Qualitative, Quantitative, and Mixed-Studies Reviews. J Med Internet Res 2019; 21:e15118. [PMID: 31579016 PMCID: PMC6777280 DOI: 10.2196/15118] [Citation(s) in RCA: 81] [Impact Index Per Article: 16.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2019] [Revised: 07/30/2019] [Accepted: 07/31/2019] [Indexed: 12/22/2022] Open
Abstract
Background E-learning is rapidly growing as an alternative way of delivering education in nursing. Two contexts regarding the use of e-learning in nursing are discussed in the literature: (1) education among nursing students and (2) nurses’ continuing education within a life-long learning perspective. A systematic review of systematic reviews on e-learning for nursing and health professional students in an academic context has been published previously; however, no such review exists regarding e-learning for registered nurses in a continuing education context. Objective We aimed to systematically summarize the qualitative and quantitative evidence regarding the effects of e-learning on nursing care among nurses in a continuing education context. Methods We conducted a systematic review of systematic qualitative, quantitative, and mixed-studies reviews, searching within four bibliographic databases. The eligibility criteria were formulated using the population, interventions, comparisons, outcomes, and study design (PICOS) format. The included population was registered nurses. E-learning interventions were included and compared with face-to-face and any other e-learning interventions, as well as blended learning. The outcomes of interest were derived from two models: nursing-sensitive indicators from the Nursing Care Performance Framework (eg, teaching and collaboration) and the levels of evaluation from the Kirkpatrick model (ie, reaction, learning, behavior, and results). Results We identified a total of 12,906 records. We retrieved 222 full-text papers for detailed evaluation, from which 22 systematic reviews published between 2008 and 2018 met the eligibility criteria. The effects of e-learning on nursing care were grouped under Kirkpatrick’s levels of evaluation: (1) nurse reactions to e-learning, (2) nurse learning, (3) behavior, and (4) results. Level 2, nurse learning, was divided into three subthemes: knowledge, skills, attitude and self-efficacy. Level 4, results, was divided into patient outcomes and costs. Most of the outcomes were reported in a positive way. For instance, nurses were satisfied with the use of e-learning and they improved their knowledge. The most common topics covered by the e-learning interventions were medication calculation, preparation, and administration. Conclusions The effects of e-learning are mainly reported in terms of nurse reactions, knowledge, and skills (ie, the first two levels of the Kirkpatrick model). The effectiveness of e-learning interventions for nurses in a continuing education context remains unknown regarding how the learning can be transferred to change practice and affect patient outcomes. Further scientific, methodological, theoretical, and practice-based breakthroughs are needed in the fast-growing field of e-learning in nursing education, especially in a life-learning perspective. Trial Registration International Prospective Register of Systematic Reviews (PROSPERO) CRD42016050714; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=50714
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Affiliation(s)
- Geneviève Rouleau
- Faculty of Nursing, Université Laval, Quebec, QC, Canada.,University of Montreal Hospital Research Centre, Montreal, QC, Canada
| | - Marie-Pierre Gagnon
- Faculty of Nursing, Université Laval, Quebec, QC, Canada.,Centre de Recherche sur les Soins et les Services de Première Ligne de l'Université Laval, Quebec, QC, Canada
| | - José Côté
- University of Montreal Hospital Research Centre, Montreal, QC, Canada.,Faculty of Nursing, Université de Montréal, Montreal, QC, Canada
| | | | - Emilie Hudson
- School of Nursing, McGill University, Montreal, QC, Canada
| | - Carl-Ardy Dubois
- Public Health Research Institute, Université de Montréal, Montreal, QC, Canada.,Department of Management, Evaluation and Health Policy, School of Public Health, Université de Montréal, Montreal, QC, Canada
| | - Julien Bouix-Picasso
- Faculty of Nursing, Université de Montréal, Montreal, QC, Canada.,Education and Health Practices Laboratory, Paris 13 University, Sorbonne Paris Cité University, Paris, France.,Department of Education for Non-Medical Personnel, French Military Health Service Academy, École du Val-de-Grâce, Paris, France
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Mealey E. Developing an online continuing professional development course for busy healthcare professionals: 12 tips for course developers. MEDEDPUBLISH 2019; 8:170. [PMID: 38089298 PMCID: PMC10712512 DOI: 10.15694/mep.2019.000170.1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2024] Open
Abstract
This article was migrated. The article was marked as recommended. Health professionals are finding it increasingly hard to attend Continuing Professional Development (CPD) that involve time away from work. Short CPD courses offered as eLearning can help meet the flexible needs of these busy professionals. Framework and guidelines for developing these courses is lacking. This article aims to provide readers with practical advice based on the author's personal experiences and the literature available to help course developers construct an engaging course for this specific audience. Tips are offered from the initial scoping exercise, to developing the course, carefully considering the specific differentiation and technical support that is required for developing online learning activities and assessments compared to face to face CPD courses for a diverse range of learners.
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Yoshioka‐Maeda K, Shiomi M, Katayama T, Hosoya N. Impact of web‐based learning for health program planning competency, knowledge and skills among mid‐level public health nurses: A randomized controlled trial. Public Health Nurs 2019; 36:836-846. [DOI: 10.1111/phn.12642] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2019] [Revised: 06/13/2019] [Accepted: 06/20/2019] [Indexed: 11/28/2022]
Affiliation(s)
- Kyoko Yoshioka‐Maeda
- Department of Health Promotion National Institute of Public Health Saitama Japan
| | - Misa Shiomi
- Department of Community Health Nursing, School of Nursing, College of Nursing Art and Science University of Hyogo Hyogo Japan
| | - Takafumi Katayama
- Department of Statistic and Computer Science, College of Nursing Art and Science University of Hyogo Hyogo Japan
| | - Noriko Hosoya
- Department of Community Health Nursing, School of Nursing Chiba Prefectural University of Health Sciences Chiba Japan
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Yoo J, De Gagne JC, Kim HJ, Oh J. Development and evaluation of a web-based acute pain management education program for Korean registered nurses: A randomized controlled trial. Nurse Educ Pract 2019; 38:7-13. [DOI: 10.1016/j.nepr.2019.05.013] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2018] [Revised: 04/07/2019] [Accepted: 05/26/2019] [Indexed: 12/28/2022]
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Zahiri M, Booton R, Nelson CA, Oleynikov D, Siu KC. Virtual Reality Training System for Anytime/Anywhere Acquisition of Surgical Skills: A Pilot Study. Mil Med 2019; 183:86-91. [PMID: 29635551 DOI: 10.1093/milmed/usx138] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2017] [Accepted: 01/02/2018] [Indexed: 12/14/2022] Open
Abstract
This article presents a hardware/software simulation environment suitable for anytime/anywhere surgical skills training. It blends the advantages of physical hardware and task analogs with the flexibility of virtual environments. This is further enhanced by a web-based implementation of training feedback accessible to both trainees and trainers. Our training system provides a self-paced and interactive means to attain proficiency in basic tasks that could potentially be applied across a spectrum of trainees from first responder field medical personnel to physicians. This results in a powerful training tool for surgical skills acquisition relevant to helping injured warfighters.
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Affiliation(s)
- Mohsen Zahiri
- Mechanical & Materials Engineering, University of Nebraska - Lincoln, W342 NH Lincoln, NE 68588
| | - Ryan Booton
- College of Public Health, University of Nebraska Medical Center, 984420 Nebraska Medical Center, Omaha, NE 68198
| | - Carl A Nelson
- Mechanical & Materials Engineering, University of Nebraska - Lincoln, W342 NH Lincoln, NE 68588.,Departure of Surgery, Center for Advanced Surgical Technology, 986245 Nebraska Medical Center, Omaha, NE 68198
| | - Dmitry Oleynikov
- College of Public Health, University of Nebraska Medical Center, 984420 Nebraska Medical Center, Omaha, NE 68198.,Departure of Surgery, Center for Advanced Surgical Technology, 986245 Nebraska Medical Center, Omaha, NE 68198
| | - Ka-Chun Siu
- College of Public Health, University of Nebraska Medical Center, 984420 Nebraska Medical Center, Omaha, NE 68198.,Division of Physical Therapy Education, Center for Advanced Surgical Technology, 986245 Nebraska Medical Center, Omaha, NE 68198
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Martinengo L, Yeo NJY, Tang ZQ, Markandran KD, Kyaw BM, Tudor Car L. Digital Education for the Management of Chronic Wounds in Health Care Professionals: Protocol for a Systematic Review by the Digital Health Education Collaboration. JMIR Res Protoc 2019; 8:e12488. [PMID: 30907743 PMCID: PMC6452282 DOI: 10.2196/12488] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2018] [Revised: 12/21/2018] [Accepted: 12/29/2018] [Indexed: 02/06/2023] Open
Abstract
Background Digital education is “the act of teaching and learning by means of digital technologies.” Digital education comprises a wide range of interventions that can be broadly divided into offline digital education, online digital education, digital game-based learning, massive open online courses (MOOCs), psychomotor skills trainers, virtual reality environments, virtual patient simulations, and m-learning. Chronic wounds pose an immense economic and psychosocial burden to patients and the health care system, as caring for them require highly specialized personnel. Current training strategies face significant barriers, such as lack of time due to work commitments, distance from provider centers, and costs. Therefore, there is an increased need to synthesize evidence on the effectiveness of digital education interventions on chronic wounds management in health care professionals. Objective Our main objective is to assess the effectiveness of digital education as a stand-alone approach or as part of a blended-learning approach in improving pre- and postregistration health care professionals’ knowledge, attitudes, practical skills, and behavior in the management of chronic wounds, as well as their satisfaction with the intervention. Secondary objectives are to evaluate patient-related outcomes, cost-effectiveness of the interventions, and any unfavorable or undesirable outcomes that may arise. Methods This systematic review will follow the methodology as described in the Cochrane Handbook for Systematic Reviews of Interventions. As our systematic review is one of a series of reviews on digital education for health professionals’ education, we will use a previously developed search strategy. This search includes the following databases: the Cochrane Central Register of Controlled Trials (CENTRAL) (Cochrane Library), MEDLINE (Ovid), Embase (Ovid), Web of Science, the Educational Resource Information Centre (ERIC) (Ovid), PsycINFO (Ovid), the Cumulative Index to Nursing and Allied Health Literature (CINAHL) (EBSCO), the ProQuest Dissertation and Theses database, and trial registries. Databases will be searched for studies published from January 1990 to August 2018. Two independent reviewers will screen the library for included studies. We will describe the screening process using a flowchart as per the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. We will extract the data using a previously developed, structured data extraction form. Included studies will be quality-assessed using the Risk of Bias tool from Cochrane. We will narratively summarize the data and, if possible, we will conduct a meta-analysis. We will use Cochrane’s RevMan 5.3 software for data analysis. Results We have completed the screening of titles and abstracts for this systematic review and are currently selecting papers against our inclusion and exclusion criteria through full-text revision. We are expecting to complete our review by the end of April 2019. Conclusions This systematic review will provide an in-depth analysis of digital education strategies to train health care providers in the management of chronic wounds. We consider this topic particularly relevant given the current challenges facing health care systems worldwide, including shortages of skilled personnel and a steep increase in the population of older adults as a result of a prolonged life expectancy. Trial Registration PROSPERO CRD42018109971; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=109971 International Registered Report Identifier (IRRID) DERR1-10.2196/12488
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Affiliation(s)
- Laura Martinengo
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Natalie Jia Ying Yeo
- Laboratory of Molecular and Vascular Medicine, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Zheng Qiang Tang
- Dermatology and Skin Biology, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Kasturi D/O Markandran
- Metabolic Disorders, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Bhone Myint Kyaw
- Family Medicine and Primary Care, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Lorainne Tudor Car
- Family Medicine and Primary Care, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore.,Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, United Kingdom
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Yoshioka-Maeda K, Shiomi M, Katayama T, Hosoya N, Kuroda M. Effectiveness of an educational program for mid-level Japanese public health nurses to improve program planning competencies: A preliminary randomized control trial. Public Health Nurs 2019; 36:388-400. [PMID: 30723954 DOI: 10.1111/phn.12580] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2018] [Revised: 11/13/2018] [Accepted: 12/10/2018] [Indexed: 11/26/2022]
Abstract
OBJECTIVE To evaluate the effectiveness of an education program for mid-level Japanese public health nurses (PHNs) to improve their competencies in program planning, which will fulfill community health needs. DESIGN Randomized control trial. SAMPLE During 2017, 103 PHNs with 5-20 years of PHN work experience in Japan were enrolled and randomly allocated to the intervention (n = 51) or control group (n = 52). MEASUREMENTS The primary outcome measured competency in program planning based on Competency Measurement of Creativity for PHNs (CMC), knowledge, and skills regarding program planning. INTERVENTION Six web-based learning modules followed by two face-to-face group sessions. RESULTS The PHN participants averaged about 12 years of experience. In the intervention group, 25 PHNs completed all modules (49.0%). Post intervention, there were no statistically significant differences among any between-group CMC scores. However, the intervention group's CMC 3 score was significantly higher than that of the control group of ≥12 years of experience. Total knowledge and skill scores also improved significantly in the intervention group compared with the control group. CONCLUSIONS The results suggest that PHNs with ≥12 years of experience are a suitable target of this educational program, and should play a key role in program planning.
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Affiliation(s)
- Kyoko Yoshioka-Maeda
- Department of Health Promotion, National Institute of Public Health, Saitama, Japan
| | - Misa Shiomi
- Department of Community Health Nursing, School of Nursing, College of Nursing Art and Science, University of Hyogo, Hyogo, Japan
| | - Takafumi Katayama
- Department of Statistic and Computer Science, College of Nursing Art and Science, University of Hyogo, Hyogo, Japan
| | - Noriko Hosoya
- Department of Community Health Nursing, School of Nursing, Chiba Prefectural University of Health Sciences, Chiba, Japan
| | - Mariko Kuroda
- Department of Community Health Nursing, School of Nursing, Iwaki Meisei University, Fukushima, Japan
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Kim HJ, Kang HY. Effects of a Web-Based Korean Triage and Acuity Scale Learning Program on Triage Self-Efficacy and Triage Performance Ability for Nurses in Emergency Department. J Korean Acad Nurs 2019; 49:171-180. [DOI: 10.4040/jkan.2019.49.2.171] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2018] [Revised: 02/11/2019] [Accepted: 02/11/2019] [Indexed: 11/09/2022]
Affiliation(s)
- Hyo-Jin Kim
- Department of Nursing, College of Medicine, Chosun University, Gwangju, Korea
| | - Hee-Young Kang
- Department of Nursing, College of Medicine, Chosun University, Gwangju, Korea
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Distance Versus On-Site Educational Strategies for Competency-Based Screening, Brief Intervention, and Referral to Treatment Education. J Addict Nurs 2018; 29:E1-E8. [PMID: 30507825 DOI: 10.1097/jan.0000000000000247] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
BACKGROUND Although the individual and public health consequences of alcohol and drug use are substantial, nursing education programs generally lack content on addiction. The goal of this evaluation was to compare the initial outcomes of on-site versus distance methods for training graduate nurse practitioner students in Screening, Brief Intervention, and Referral to Treatment (SBIRT) for substance use. METHOD A nonrandomized two-group pretest-posttest design was used to compare knowledge, attitudes, and skills learning outcomes between on-site (n = 45) and distance (n = 18) family or adult/geriatric Master of Science in Nursing nurse practitioner students receiving SBIRT training. RESULTS Overall, students increased their knowledge, attitudes, and confidence about screening and intervening with patients who use substances; showed a high level of skills in conducting a brief intervention to motivate patients to reduce their substance use; and were highly satisfied with the education provided. Counseling confidence and gains in knowledge were similar across groups. Compared with distance students, on-site students reported significantly more positive attitudes about their role adequacy, role legitimacy, and role support for intervening with alcohol use and about their role support for intervening with drug use. On-site students had greater training satisfaction, but distance students' skills assessed through standardized patient interactions were significantly better. CONCLUSIONS Both on-site and distance training were effective instructional methods to increase SBIRT knowledge and skills. However, differences in attitudes, training satisfaction, and skills demonstration should be taken into account when designing addiction training using distance technologies.
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Chakkaravarthy K, Ibrahim N, Mahmud M, Venkatasalu MR. Predictors for nurses and midwives' readiness towards self-directed learning: An integrated review. NURSE EDUCATION TODAY 2018; 69:60-66. [PMID: 30007149 DOI: 10.1016/j.nedt.2018.06.030] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2018] [Accepted: 06/25/2018] [Indexed: 06/08/2023]
Abstract
AIM To systematically review the existing evidence on predictors for nurses and midwives' readiness towards Self-directed Learning (SDL). BACKGROUND Increased complexities in healthcare settings demand that nurses and midwives become involved in lifelong learning by means of self-directed learning (SDL) for delivering quality healthcare. More evidence is available for the self-directed learning readiness (SDLR) of nursing and midwifery students, less is systematically derived on predictors for nurses and midwives' readiness to SDL. DESIGN An integrative systematic review. METHODS Systematic searches were carried out using the following five electronic databases: PubMed, Science Direct, Google Scholar, Ovid Medline and Embase. Studies published in English language from 2000 to 2017 were included. The integrative systematic review framework developed by Whittemore and Knafl (2005) was used to analyse and summarise the key themes. RESULTS Of 804 initial screening papers, in total of eight eligible studies (six quantitative and two qualitative) were found. Integrative analysis resulted in four themes as predictors for nurses and midwives' readiness towards SDL: 1) personal characteristics, 2) working environment, 3) online learning and SDLR, and 4) process of SDL. Review found that, although demographic characteristics of nurses and midwives do not influence their SDLR, work environment often influences their SDLR. Furthermore, nurses and midwives have a positive interest in online learning that is often used to improve their knowledge acquisition. CONCLUSION The review concludes that qualified nurses and midwives have a unique SDL predictors and process; hence, a personalized SDL programme should be prescribed based on personality traits so as to achieve better SDL outcomes. Future research should address the facilitating factors for SDLR, barriers to SDLR and strategies to improve SDLR among nurses and more importantly midwives, as limited evidence is available with respect to the latter.
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Affiliation(s)
- Karpagam Chakkaravarthy
- PAP Rashidah Sa'adatul Bolkiah Institute of Health Sciences, Universiti Brunei Darussalam, Jalan Tungku Link Gadong, BE1410, Negara, Brunei Darussalam.
| | - Norzihan Ibrahim
- Department of Nursing Services, Ministry of Health, Brunei Darussalam, Negara, Brunei Darussalam.
| | - Mardiah Mahmud
- PAP Rashidah Sa'adatul Bolkiah Institute of Health Sciences, Universiti Brunei Darussalam, Jalan Tungku Link Gadong, BE1410, Negara, Brunei Darussalam.
| | - Munikumar Ramasamy Venkatasalu
- PAP Rashidah Sa'adatul Bolkiah Institute of Health Sciences, Universiti Brunei Darussalam, Jalan Tungku Link Gadong, BE1410, Negara, Brunei Darussalam.
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Rhodes D, Visker JD, Cox C, Sas A, Banez JC. Effects of an Online Educational Module on School Nurses' Knowledge of HPV Vaccination. J Contin Educ Nurs 2018; 48:431-436. [PMID: 28850661 DOI: 10.3928/00220124-20170816-10] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2017] [Accepted: 05/30/2017] [Indexed: 01/29/2023]
Abstract
BACKGROUND Results of a previous state-wide survey revealed generally low knowledge levels about HPV vaccination among school nurses in Missouri. A short, online educational module targeted to address the specific low-scoring items was then created. METHOD All 440 lead school nurses in Missouri were invited by e-mail to participate in an online HPV educational module and study. The e-mail contained a link to the module that included a consent form, a test, and a downloadable completion certificate. The test consisted of 12 multiple choice and true-or-false items based directly on the content contained in the module. An independent samples t test was used to determine pre-post differences in mean test scores. RESULTS Scores improved significantly (p < .05) pre-post intervention; however, surveillance or epidemiology-related questions were still commonly missed. CONCLUSION Using brief, targeted, online trainings to improve knowledge of specific health-related content may be a practical option for busy school nurses. J Contin Educ Nurs. 2017;48(9):431-436.
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Comparison of Instructional Methods for Screening, Brief Intervention, and Referral to Treatment for Substance Use in Nursing Education. Nurse Educ 2018; 43:123-127. [PMID: 28817479 PMCID: PMC5929489 DOI: 10.1097/nne.0000000000000439] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Most nursing programs lack curriculum on substance use. This project evaluated 3 didactic instructional methods for teaching baccalaureate nursing students about screening, brief intervention, and referral to treatment for substance use. In-person, asynchronous narrated slides and interactive online instructional methods were all effective in developing students’ competency; however, active learning methods (in-person and interactive online course) were more effective in changing students’ attitudes about their role in screening and intervening for drug use.
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