Diabetic foot care course: a quasi-experimental study on E-learning versus interactive workshop

Aalaa, Maryam; Sanjari, Mahnaz; Amini, Mohammad Reza; Ramezani, Ghobad; Mehrdad, Neda; Tehrani, Mohammad Reza Mohajeri; Bigdeli, Shoaleh; Adibi, Hosein; Larijani, Bagher; Sohrabi, Zohreh

doi:10.1007/s40200-020-00630-0

Cited by 4 publications

(3 citation statements)

References 25 publications

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“…Nonetheless, in-person education may still result in higher knowledge acquisition than virtual learning. A study comparing e-learning with in-person education on diabetic foot care among nurses showed improvement in knowledge in both groups; however, participants who completed in-person workshops achieved higher knowledge scores than those attending virtually (31).…”

Section: Conclusion/discussionmentioning

confidence: 98%

Gestational diabetes knowledge improves with interactive online training modules: a pre-post analysis

Krutilova¹,

Williams²,

Morey

et al. 2023

Preprint

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Background The risk of developing type 2 diabetes mellitus (T2DM) is up to 50% among women with gestational diabetes mellitus (GDM). GDM also increases risks for pre-term birth, macrosomia, fetal hypoglycemia, and C-section delivery. Education for expectant mothers with GDM about nutrition, exercise, and the risks of developing T2DM after delivery enhances the probability of postpartum diabetes screening. However, the availability of diabetes education is limited. To bridge this gap, our team developed four training modules on GDM tailored for nurses and community health workers. This pilot study assesses changes in knowledge, self-efficacy for providing diabetes education, attitudes, and intentions to recommend diabetes prevention before and after training completion. Methods These interactive online modules, each lasting 45–60 minutes and featuring engaging case studies and integrated knowledge assessment questions, were disseminated through various professional organizations to clinical staff providing care for women with GDM. Optional pre- and post-training surveys were conducted to gauge the effectiveness of the modules. Collected data did not follow a normal distribution pattern. We provided an overview of the baseline characteristics of the population, self-efficacy, attitudes, intentions, and GDM knowledge by calculating the median scores and interquartile ranges. We assessed the changes in scores on self-efficacy, attitudes, intentions, and GDM knowledge before and after training using non-parametric Wilcoxon matched-pair signed rank tests. Results Eighty-two individuals completed baseline evaluation and 20 individuals accessed all modules and completed post-training assessments. Among those completing the training, improvement was noted in GDM knowledge [56.5% (16.0) v. 78.3% (22.0), p < 0.001], Self-efficacy for providing diabetes education [6.60 (2.73) v. 9.33 (0.87), p < 0.001], attitudes toward the value of tight control [4.07 (0.79) v. 4.43 (0.86), p = 0.003], and intentions to recommend diabetes prevention measures [4.81 (0.63) v. 5.00 (0.00), p = 0.009)]. Conclusions Completion of our interactive online modules improved knowledge, intention to recommend diabetes prevention methods, self-efficacy to provide diabetes education, and attitudes toward the value of tight control among individuals caring for women with GDM. Enhanced accessibility to such curricula is crucial to improve access to diabetes education. Trial registration This study was registered at clinicaltrials.gov, identifier: NCT04474795.

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Section: Conclusion/discussionmentioning

confidence: 98%

Gestational diabetes knowledge improves with interactive online training modules: a pre-post analysis

Krutilova¹,

Williams²,

Morey

et al. 2023

Preprint

View full text Add to dashboard Cite

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“…As per randomised controlled trials, educational interventions have been shown to be effective [ 31 , 32 , 33 ]. E-learning, when combined with a post session exam, can yield desired outcomes [ 36 ]. Although beyond the participants of this study, in more than 20% of DFU cases in a study, the PCP did not make the diagnosis, and the nurses played a significant role in the diagnostic process.…”

Section: Discussionmentioning

confidence: 99%

Diabetic Foot Care: A Screening on Primary Care Providers’ Attitude and Practice in Riyadh, Saudi Arabia

et al. 2022

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Background and Objectives: Diabetic foot (DF) disease is one of the myriad complications of diabetes. Positive outcomes are expected through a multidisciplinary approach as provided by primary care providers (PCPs). This study aimed to assess the knowledge of DF and attitude of physicians in primary healthcare settings toward DF diagnosis and prevention in Saudi Arabia. Materials and Methods: This observational cross-sectional study used a self-administered questionnaire that was completed by family medicine consultants, residents, and general practitioners working in primary care settings in Riyadh. Results: Of the 152 physicians who completed the survey, (43.4%) completed more than 10 h of diabetes continuing medical education (CME) over the past three years. Most (96.1%) PCPs educate patients about foot self-inspection, and only (64.5%) perform foot inspection at every visit in high-risk diabetic foot patients. PCP knowledge about diagnosing and managing diabetic foot infection was suboptimal. Only 53.9% of participants reported performing a probe-to-bone in DF patients with open wounds. Conclusions: We identified knowledge and action gaps among PCPs. Physicians had acceptable knowledge about preventive measures. However, deficits were found regarding diagnosing and management of DF infections. We recommend addressing these knowledge gaps by incorporating DF lectures and workshops within family medicine conferences and residency programs.

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“…Mas, no geral, a tecnologia foi bem avaliada pelos usuários, os quais relataram que a usaria novamente25 .Os vídeos educativos têm papel crucial na capacitação e atualização dos enfermeiros para direcionamento da consulta de enfermagem, a exemplo da demonstração prática dos testes para rastreamento da perda da sensibilidade protetora plantar em pessoas com DM. Os estudos consideraram que os vídeos educativos são efetivos, usuais, claros, adequados, podendo ser produzidos em diferentes idiomas, diminuindo a barreira linguística, até mesmo em linguagem de sinais22,28 .Outros estudos39,40 sobre a construção de vídeos educativos também demonstram um papel fundamental na educação em enfermagem, pois são bons recursos educativos para aprendizagem e desenvolvimento de habilidades que promovem mudanças significativas na vida dos estudantes. Os produtos tecnológicos tornaram-se uma parte essencial da prática assistencial, e surgem como ferramentas lúdicas altamente inovadoras, devido à sua versatilidade.…”

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USABILIDADE DE TECNOLOGIAS EDUCATIVAS SOBRE PÉ DIABÉTICO PARA EDUCAÇÃO CONTINUADA DE ENFERMEIROS: revisão integrativa

Carvalho,

Caetano Lira,

Carvalho Rocha

et al. 2023

Rev. Enferm. Atual In Derme

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Introdução: O pé diabético é uma das principais complicações do diabetes mellitus e apresenta alta prevalência, elevados custos, complexidade e gravidade. Assim, é imprescindível que sejam desenvolvidas intervenções educativas para o treinamento dos enfermeiros, sendo necessário avaliar a usabilidade dessas tecnologias para detecção de erros, aperfeiçoamento tecnológico e do conteúdo, a fim de garantir maior interesse e adesão da tecnologia educativa pelo público-alvo. Objetivo: Analisar as evidências científicas acerca da usabilidade de tecnologias educativas sobre pé diabético para educação continuada de enfermeiros. Métodos: revisão integrativa realizada em cinco bases de dados e dois índices bibliográficos. A amostra foi composta por 10 estudos. A classificação do Nível de Evidência seguiu o modelo descrito por Melnyk e Fineout-Overholt. A qualidade metodológica foi avaliada por meio do Checklist for Analytical Cross Sectional Studies. Resultados: As tecnologias educativas sobre pé diabético demonstraram ser eficazes, usuais, claras, dinâmicas e adequadas para formação de enfermeiros. As principais tecnologias utilizadas foram AVA, oficinas on-line, videoconferências, vídeos educativos e uso de aplicativos. Conclusão: Evidenciou-se que as tecnologias educativas sobre pé diabético para educação continuada de enfermeiros apresentaram boa usabilidade, pois empregaram estratégias interativas, eficazes e adequadas, com impacto positivo no ensino-aprendizagem. A avaliação da usabilidade possibilitou a redução de falhas no sistema, além de melhor interação e utilização dos recursos tecnológicos disponíveis.

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Diabetic foot care course: a quasi-experimental study on E-learning versus interactive workshop

Cited by 4 publications

References 25 publications

Gestational diabetes knowledge improves with interactive online training modules: a pre-post analysis

Gestational diabetes knowledge improves with interactive online training modules: a pre-post analysis

Diabetic Foot Care: A Screening on Primary Care Providers’ Attitude and Practice in Riyadh, Saudi Arabia

USABILIDADE DE TECNOLOGIAS EDUCATIVAS SOBRE PÉ DIABÉTICO PARA EDUCAÇÃO CONTINUADA DE ENFERMEIROS: revisão integrativa

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