A descriptive study of registered nurses' experiences with web‐based learning

Atack, Lynda; Rankin, James A.

doi:10.1046/j.1365-2648.2002.02394.x

Cited by 154 publications

(108 citation statements)

References 19 publications

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“…Similarly, their circumstances were consistent with access challenges other women learning in online universities face (Furst-Bowe & Dittmann, 2001) and which those other nurses encounter (Atack & Rankin, 2002;Care & Udod, 2000;Home, 1998).…”

Section: Discussionsupporting

confidence: 62%

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Online Post LPN to BN Students' Views of Transitioning to a New Nursing Role

Melrose

Gordon

2008

International Journal of Nursing Education Scholarship

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Section: Discussionsupporting

confidence: 62%

“…Home (1998) revealed that their lower income increased their vulnerability to role conflict, overload and contagion. And Atack and Rankin (2002) explained that having access to computers for course work in health care settings can be problematic.…”

Section: Situating Lpn To Bn Students As Adult Women Entering Online mentioning

confidence: 99%

Online Post LPN to BN Students' Views of Transitioning to a New Nursing Role

Melrose

Gordon

2008

International Journal of Nursing Education Scholarship

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“…This may indicate a voluntary response bias, due to the self-selecting nature of the study, which may mean that those who have low computer confidence choose to not participate (Deniz and Citak, 2010). Alternatively, it may simply reflect the requirements of computer competency in the target populations (DH, 2004;Atack and Rankin, 2002). The low completion rate by healthcare students may be related to the fact that the tool was made available by email link to students as optional supplementary learning, the vast majority of whom were out on practice placements during the study period and balancing academic studies with clinical training.…”

Section: Discussionmentioning

confidence: 99%

Workplace wellness using online learning tools in a healthcare setting

Blake

Gartshore

2016

Nurse Education in Practice

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The aim was to develop and evaluate an online learning tool for use with UK healthcare employees, healthcare educators and healthcare students, to increase knowledge of workplace wellness as an important public health issue. A 'Workplace Wellness' e-learning tool was developed and peer-reviewed by 14 topic experts. This focused on six key areas relating to workplace wellness: work-related stress, musculoskeletal disorders, diet and nutrition, physical activity, smoking and alcohol consumption. Each key area provided current evidencebased information on causes and consequences, access to UK government reports and national statistics, and guidance on actions that could be taken to improve health within a workplace setting. 188 users (93.1% female, age 18-60) completed online knowledge questionnaires before (n =188) and after (n = 88) exposure to the online learning tool. Baseline knowledge of workplace wellness was poor (n =188; mean accuracy 47.6%, s.d. 11.94). Knowledge significantly improved from baseline to post-intervention (mean accuracy = 77.5%, s.d.13.71) (t(75) = -14.801,p < 0.0005) with knowledge increases evident for all included topics areas. Usability evaluation showed that participants perceived the tool to be useful (96.4%), engaging (73.8%) and would recommend it to others (86.9%). Healthcare professionals, healthcare educators and pre-registered healthcare students held positive attitudes towards online learning, indicating scope for development of further online packages relating to other important health parameters.

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“…Similar findings have been reported elsewhere among nurses and other health care professionals working in cancer care, such as social workers, psychological and spiritual care staff, and medicine. [20,34,35] Discussion forms simulate conversations that would normally occur in person. Therefore, educators should attempt to integrate activities that foster active discussion when developing online courses.…”

Section: Discussionmentioning

confidence: 99%

Blended learning continuing education using virtual animated characters: A novel radiation therapy course for nurses

Crawford¹,

Brudnoy²,

Soong

et al. 2015

JNEP

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Introduction: A blended radiation therapy course was developed to meet continuing education needs of nurses working with patients diagnosed with cancer in diverse health care settings. The purpose of this paper is to describe the design, development, and evaluation of an innovative blended radiation therapy course including eLearning modules using virtual animated character guides, an independent self-managed project, and a one-day face-to-face symposium. Methods: A pre/post-test group design was employed using standardized program evaluation measures. Participant data included self-reported confidence in knowledge of radiation therapy. Additional evaluation included assessment of the virtual animated character guides, and open-ended feedback of the overall course and areas of improvement. Results: A total of 51 participants enrolled in two separate iterations of the course with a 71% response rate. In Group A (n = 17) statistically significant improvements were identified at post-test in self-perceived confidence levels in knowledge for 11 of 12 radiation therapy domains (p < .05). In Group B (n = 19), statistically significant improvements in self-perceived confidence levels in knowledge were identified in all domains (p < .05). Discussion/Conclusions: The course provided a learning environment that drew on a variety of technologies and delivery methods. The improved confidence levels in knowledge may enhance individual nurses' ability to address the needs of patients undergoing radiation therapy. Interactivities, virtual animated character guides, discussion forums, the project assignment, and the symposium were activities perceived to be conducive to learning. Further evaluation may elucidate if confidence level in knowledge gained from the course was assimilated into practice and improved information and education needs of patients.

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A descriptive study of registered nurses' experiences with web‐based learning

Cited by 154 publications

References 19 publications

Online Post LPN to BN Students' Views of Transitioning to a New Nursing Role

Online Post LPN to BN Students' Views of Transitioning to a New Nursing Role

Workplace wellness using online learning tools in a healthcare setting

Blended learning continuing education using virtual animated characters: A novel radiation therapy course for nurses

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