Retention of Baseline Electrocardiographic Knowledge After a Blended-Learning Course

BACKGROUND

Among nurses, skill retention after an electrocardiography blended-learning course is unknown.

OBJECTIVES

To compare 3- and 8-week electrocardiography test scores, compare scores by nurse and work characteristics and self-assessed electrocardiographic competence, and compare 1-year work retention with 3- and 8-week scores and change in scores from week 3 to week 8.

METHODS

Data were collected on demographics, comfort with electrocardiography expectations, electrocardiography competence levels, and 1-year work retention. Correlational and comparative statistics were used in analyses.

RESULTS

Of 69 nurses, 58% were somewhat comfortable with interventions for abnormal rhythms. Test scores were higher at 3 weeks than at 8 weeks: mean difference, 26%; P < .001. Scores at 8 weeks reflected intermediate skill retention and were not associated with nurse characteristics, electrocardiography background, comfort with rhythms and measurements, or 1-year work retention. Nurses with greater comfort for intervening when rhythm abnormalities occurred had higher median 8-week scores (P = .01) than did nurses with less comfort, and perceptions of electrocardiographic competence were associated with 8-week scores (r = 0.28; P = .02). Reduction in scores at 8 weeks was less severe in nurses with greater comfort at 3 weeks in measuring electrocardiographic intervals (P = .008) and applying therapeutic interventions (P = .009).

CONCLUSIONS

Skill retention and competence in electrocardiographic interpretation were intermediate and correlated with baseline self-assessment. Electrocardiographic interpretation, measurement, and interventions should be reinforced at the bedside.

Use of an automated learning management system to validate nursing competencies

Maintaining nurse competencies in a dynamic environment is not an easy task and requires the use of resources already strained. An online learning management system was created, and 24 annual competencies were redesigned for online validation. As a result of this initiative, competencies have been standardized across many disciplines and are completed in a more timely manner, nurses and managers are more satisfied with this method of annual assessments, and cost savings have been realized.