Adaptation and Evaluation of Online Self-learning Modules to Teach Critical Appraisal and Evidence-Based Practice in Nursing

Abstract

Healthcare professionals need to update their knowledge and acquire skills to continually inform their practice based on scientific evidence. This study was designed to evaluate online self-learning modules on critical appraisal skills to promote the use of research in clinical practice among nurses from Quebec (Canada) and the Basque Country (Spain). The teaching material was developed in Quebec and adapted to the Basque Country as part of an international collaboration project. A prospective pre-post study was conducted with 36 nurses from Quebec and 47 from the Basque Country. Assessment comprised the administration of questionnaires before and after the course in order to explore the main intervention outcomes: knowledge acquisition and self-learning readiness. Satisfaction was also measured at the end of the course. Two of the three research hypotheses were confirmed: (1) participants significantly improved their overall knowledge score after the educational intervention; and (2) they were, in general, satisfied with the course, giving it a rating of seven out of 10. Participants also reported a greater readiness for self-directed learning after the course, but this result was not significant in Quebec. The study provides unique knowledge on the cultural adaptation of online self-learning modules for teaching nurses about critical appraisal skills and evidence-based practice.

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

“…9. Measures using questionnaires / feedback / surveys of satisfaction [7,8,23,25,26] • Numerous opportunities are provided throughout the program to provide feedback and satisfaction on the learning experience.…”

“…10. Provides equitable engagement [21,26,27] • All learners, regardless of role, are encouraged to participate in the program and have equal access to the facilitator, peers and resources.…”

“…12. Nurtures critical thinking, reflection & applicability [8,26,28,29] • This is achieved through the online chats, case studies and posting to the forum. Participants are encouraged to share barriers and positive outcomes they encounter in practice.…”

“…Whilst at the same time, all programs within The Network nurtures critical thinking within a learning community supported by facilitators. This ultimately encourages translation of learning into effective person-centred practice and to develop a critical approach to decision making [2,26,28,30,31]. Gagnon et.al [26] conducted a quasi-experimental study and concluded that selfdirected educational modules increased nurses' knowledge and skills in relation to evidence-based practice and that e-learning could be a useful method for continual professional development for nurses.…”

“…This ultimately encourages translation of learning into effective person-centred practice and to develop a critical approach to decision making [2,26,28,30,31]. Gagnon et.al [26] conducted a quasi-experimental study and concluded that selfdirected educational modules increased nurses' knowledge and skills in relation to evidence-based practice and that e-learning could be a useful method for continual professional development for nurses. Furthermore, Du and colleagues [30] concluded from their systematic review that web-based education has promising effects in improving learners' knowledge, skills and self-efficacy in performing nursing skills.…”