Can Emergency Nurses' Triage Skills Be Improved by Online Learning? Results of an Experiment

Rankin, James A.; Then, K.; Atack, Lynda

doi:10.1016/j.jen.2011.07.004

Cited by 36 publications

(31 citation statements)

References 21 publications

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“…47). This observed effect size is consistent with intervention studies that have used the Fresno test or a revised version of the original Fresno as the instrument for measuring changes in knowledge and skills [60][61][62][63].…”

Section: Ebp Competencesupporting

confidence: 80%

“…There were also unfavorable feedback about the Respondus Download Browser and the 1 hour time limit for testing. However, the majority of nurses in this study identified the Web-based approach to learning about EBP as an effective method and these findings support the use of Web-based technology for the education of busy working nurses [41][42][43][44][45][46][47][48][49].…”

Section: Feasibility Acceptability and Usabilitymentioning

confidence: 57%

“…These interventions often vary in format and/or dose across settings, and usually are institutionally driven. While online or Web-based continuing education for practicing nurses is growing [41][42][43][44][45][46][47][48][49], accessible EBP training for pediatric nurses is warranted.…”

Section: Introductionmentioning

confidence: 99%

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Web-based evidence based practice educational intervention to improve EBP competence among BSN-prepared pediatric bedside nurses: a mixed methods pilot study

Laibhen-Parkes¹,

Codone²

2014

J Nurs

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The purpose of this pilot study was to assess and refine a Web-based EBP educational intervention focused on improving EBP competence in BSN-prepared pediatric bedside nurses, and to examine its feasibility, acceptability, and usability. Using a two-group experimental embedded mixed methods design, a convenience sample of 29 BSN-prepared nurses was recruited from a pediatric hospital in the Southeastern United States. Participants were randomized into an intervention (n=14) or attention control group (n=15) and both received approximately 2 hours of educational content. The intervention group (IG) reviewed the Web-based EBP module and the attention control group (ACG) reviewed a Webbased module on Munchausen's Syndrome by Proxy. Quantitative data were collected online from both groups using the Evidence-Based Practice Beliefs (EBPB) scale and the adapted Fresno test for Pediatric Nurses. Qualitative data were collected via telephone interview. Data were collected online utilizing SurveyMonkey © technology. Quantitative analyses were conducted using parametric and non-parametric statistics, and effect size calculations. Qualitative data were analyzed using methods described by Creswell and Plano Clark (2011). Demographic characteristics of the two groups were similar. A comparison of the IG and ACG post-intervention indicated there was not a statistically significant difference in the groups on EBP competence. However, the mean of the IG was higher and the effect size estimate of Hedges' g was small to borderline medium in magnitude. EBPB scale scores post-intervention were statistically significantly different with the IG demonstrating statistically significantly more positive beliefs about EBP. The estimated effect size for this difference was borderline medium in magnitude. Participants' interview data supported the intervention as being moderately feasible, acceptable, and usable for improving EBP competence in BSN-prepared pediatric nurses. This study provides preliminary data on Web-based methodologies that can be helpful in improving EBP beliefs and EBP competence among pediatric bedside nurses.

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Section: Ebp Competencesupporting

confidence: 80%

Section: Feasibility Acceptability and Usabilitymentioning

confidence: 57%

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Web-based evidence based practice educational intervention to improve EBP competence among BSN-prepared pediatric bedside nurses: a mixed methods pilot study

Laibhen-Parkes¹,

Codone²

2014

J Nurs

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“…A possible explanation could be the fact that triage nurses in this department undergo regular in-hospital triage training, to ensure that all children are assessed and prioritized for care based on clinical need. Nurse training includes educational sessions that contain simultaneous multiple patient simulations, human patient simulations, and online learning courses throughout the year [ 15 , 16 ].…”

Section: Discussionmentioning

confidence: 99%

Emergency Department waiting times in a tertiary children’s hospital in Israel: a retrospective cohort study

Feldman

Allon

Leiba

et al. 2017

Isr J Health Policy Res

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BackgroundThe purpose of this study was to assess ethnic differences in Emergency Department (ED) waiting times between Jewish and Arab children in a tertiary childrens’ hospital in Israel.MethodsThis was a retrospective cohort study of all children who were admitted to the pediatric ED of the largest hospital in northern Israel, between January 2011 and December 2015. Univariate and multivariate analyses were used to assess the strength of association between ethnicity category and waiting time. The following were tested as possible confounders: triage category, age, gender, time of arrival category. The effect of nurse-patient ethnic concordance was assessed.ResultsFull data were available in 82,883 patients, 55,497 (67.0%) Jews and 27,386 (33.0%) Arabs. Jews and Arabs had a similar median waiting time of 38 min (interquartile range [IQR] 22–63 and IQR 21–61, respectively). Ethnicity was not associated with a change in waiting time (p = 0.36). Factors that most influenced shorter waiting time were triage category 1 (change in waiting time: −25.5%; 95% confidence interval [CI]: −29.3 to −21.7), or triage category 2 (change in waiting-time: −21.8%; 95% CI: -23.7 to −20.05). Factors that most influenced longer waiting time were patient arrival during the morning shift period (change in waiting time: 5.45%; 95% CI: 4.59 to 6.31), or during the evening shift period (change in waiting time: 4.46%; 95% CI: 3.62 to 5.29). Ethnic discordance between triage nurses and patients did not yield longer waiting times.ConclusionIn this large pediatric cohort, ethnic differences in ED waiting time were not found.

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“…Although current studies are underway, the CTAS instrument has not been validated when used by paramedics in the prehospital environment (Manos, Petrie, Beveridge, Walter & Ducharme, 2002;Lee, Oh, Peck, Lee, Park, Kim & Youn, 2011;Worster, Gilboy, Fernandes, Eitel, Eva, Geisler, & Tanabe, 2004;Rankin, Then & Atack, 2011;Christ et al, 2010). Reliability.…”

Section: Power Analysis and Sample Sizementioning

confidence: 99%

Triage Training, Instrument Evaluation, and Communications: Analyzing Usability of a 5-Level Triage System in the Pre-Hospital Care Environment

Smith¹

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Can Emergency Nurses' Triage Skills Be Improved by Online Learning? Results of an Experiment

Cited by 36 publications

References 21 publications

Web-based evidence based practice educational intervention to improve EBP competence among BSN-prepared pediatric bedside nurses: a mixed methods pilot study

Web-based evidence based practice educational intervention to improve EBP competence among BSN-prepared pediatric bedside nurses: a mixed methods pilot study

Emergency Department waiting times in a tertiary children’s hospital in Israel: a retrospective cohort study

Triage Training, Instrument Evaluation, and Communications: Analyzing Usability of a 5-Level Triage System in the Pre-Hospital Care Environment

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