Impact of eLearning course on nurses' professional competence in seclusion and restraint practices: a randomized controlled study (ISRCTN32869544)

Kontio, Raija; Lahti, Mari; Pitkänen, Anneli; Joffe, Grigori; Putkonen, Hanna; Hätönen, Heli; Katajisto, Jouko; Välimäki, Maritta

doi:10.1111/j.1365-2850.2011.01729.x

Cited by 27 publications

(31 citation statements)

References 24 publications

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“…The results allow us to make the cautious assumption that the educational web-based intervention and the development of written patient instructions have had an impact on the evolution of the quality of counselling. The same kind of slightly positive results concerning educational web-based intervention are shown also by Kontio et al [32]. However, we have to be cautious in saying that the changes are due to the online educational intervention because the time frame is quite long and also of course other changes have happened in ED.…”

Section: Discussionsupporting

confidence: 58%

Counselling for Patients and Family Members: A Follow-Up Study in the Emergency Department

Paavilainen¹,

Salminen‐Tuomaala

Leikkola³

2012

ISRN Nursing

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Although the research indicates that patients and family members are not fully satisfied with the counselling they receive, little is known about the quality of counselling in more detail. The purpose of the study was to describe patients' and their family members' experiences about counselling in emergency department, and follow how these experiences possibly change after the educational intervention for the whole nursing staff of the ED ward. The pre-test-post-test follow-up design was implemented including online continuing education for ED staff. The data were collected via questionnaires from patients and their family members in two phases and analyzed statistically. After online education of staff, experiences of patients and family members concerning counselling were better than before the education. Especially, family members' satisfaction had increased. However, our results also indicated that patients and family members desire more information for example, regarding medications. Care practices had developed towards family-centeredness, which patients and family members appreciate. Online education proved also in some degree its usefulness in educating ED staff, by offering the same education to a staff which works in shifts. Furthermore, family presence and participation practices should be developed by offering possibilities for families to stay with each other on ED ward.

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Section: Discussionsupporting

confidence: 58%

Counselling for Patients and Family Members: A Follow-Up Study in the Emergency Department

Paavilainen¹,

Salminen‐Tuomaala

Leikkola³

2012

ISRN Nursing

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“…On the other hand, it could be argued that the self-reported evaluations were accumulated from a large number of participants, professions, programs, covering different topics and time spans, securing a broad platform of experience. The long-term impact of E-learning on clinical practice has been examined in a number of controlled randomized studies [28–31]. Some of these studies observed improvement in the knowledge, skills and clinical behavior of the personnel [30, 31], while others only demonstrated slight, if any advantage over conventional learning [28, 29].…”

Section: Discussionmentioning

confidence: 99%

“…The long-term impact of E-learning on clinical practice has been examined in a number of controlled randomized studies [28–31]. Some of these studies observed improvement in the knowledge, skills and clinical behavior of the personnel [30, 31], while others only demonstrated slight, if any advantage over conventional learning [28, 29]. This is corroborated by two recent systematic reviews which concluded that there was insufficient evidence regarding the effectiveness of E-learning on healthcare professional behavior or patient outcomes [9, 32].…”

Section: Discussionmentioning

confidence: 99%

E-learning programs in oncology: a nationwide experience from 2005 to 2014

et al. 2017

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BackgroundE-learning is an established concept in oncological education and training. However, there seems to be a scarcity of long-term assessments of E-learning programs in oncology vis-á-vis their structural management and didactic value. This study presents descriptive, nationwide data from 2005 to 2014. E-learning oncology programs in chemotherapy, general oncology, pain management, palliative care, psycho-social-oncology, and radiotherapy, were reviewed from our databases. Questionnaires of self-perceived didactic value of the programs were examined 2008–2014.ResultsThe total number of trainees were 4693, allocated to 3889 individuals. The trainees included medical doctors (MDs; n = 759), registered nurses (RNs; n = 2359), radiation therapy technologists (n = 642), and, social and health care assistants (SHCAs; n = 933). The E-learning covered 29 different program classifications, comprising 731 recorded presentations, and covering 438 themes. A total of 490 programs were completed by the trainees. The European Credit Transfer and Accumulation System (ECTS; 1 ECTS point equals 0.60 US College Credit Hours) points varied across the educational programs from 0.7 to 30.0, corresponding to a duration of full-time studies ranging between 15 to 900 h (0.4–24 weeks) per program. The total number of ECTS points for the trainee cohort, was 20,000 corresponding to 530,000 full-time academic hours or 324.0 standard academic working years. The overall drop-out rate, across professions and programs, was 10.6% (499/4693). The lowest drop-out rate was seen for RNs (4.3%; P < 0.0001). Self-reported evaluation questionnaires (2008–2014) were completed by 72.1% (2642/3666) of the trainees. The programs were overall rated, on a 5-categorical scale (5 = excellent; 1 = very inferior), as excellent by 68.6% (MDs: 64.9%; RNs: 66.8%; SHCAs: 77.7%) and as good by 30.6% (MDs: 34.5%; RNs: 32.4%; SHCAs: 21.5%) of the responders.ConclusionsThis descriptive study, performed in a lengthy timeframe, presents high-volume data from multi-professional, oncological E-learning programs. While the E-learning paradigm, across professions, seems to have been well received, it is imperative that prospective studies, benchmarking against traditional training methods, are carried out, examining the hypothesized didactic value of our E-programs.Electronic supplementary materialThe online version of this article (doi:10.1186/s13104-017-2372-8) contains supplementary material, which is available to authorized users.

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“…The long-term impact of E-learning on clinical practice has been examined in a number of controlled randomized studies [28][29][30][31]. Some of these studies observed improvement in the knowledge, skills and clinical behavior of the personnel [30,31], while others only demonstrated slight, if any advantage over conventional learning [28,29]. This is corroborated by two recent systematic reviews which concluded that there was insufficient evidence regarding the effectiveness of E-learning on healthcare professional behavior or patient outcomes [9,32].…”

Section: Limitationsmentioning

confidence: 97%

“…On the other hand, it could be argued that the self-reported evaluations were accumulated from a large number of participants, professions, programs, covering different topics and time spans, securing a broad platform of experience. The long-term impact of E-learning on clinical practice has been examined in a number of controlled randomized studies [28][29][30][31]. Some of these studies observed improvement in the knowledge, skills and clinical behavior of the personnel [30,31], while others only demonstrated slight, if any advantage over conventional learning [28,29].…”

Section: Limitationsmentioning

confidence: 99%

E-Learning Programs in Oncology: A Nationwide Experience From 2005 to 2014

Degerfält

Sjöstedt

Fransson

et al. 2016

International Journal of Radiation Oncology*Biology*Physics

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Background: E-learning is an established concept in oncological education and training. However, there seems to be a scarcity of long-term assessments of E-learning programs in oncology vis-á-vis their structural management and didactic value. This study presents descriptive, nationwide data from 2005 to 2014. E-learning oncology programs in chemotherapy, general oncology, pain management, palliative care, psycho-social-oncology, and radiotherapy, were reviewed from our databases. Questionnaires of self-perceived didactic value of the programs were examined 2008-2014. Results:The total number of trainees were 4693, allocated to 3889 individuals. The trainees included medical doctors (MDs; n = 759), registered nurses (RNs; n = 2359), radiation therapy technologists (n = 642), and, social and health care assistants (SHCAs; n = 933). The E-learning covered 29 different program classifications, comprising 731 recorded presentations, and covering 438 themes. A total of 490 programs were completed by the trainees. The European Credit Transfer and Accumulation System (ECTS; 1 ECTS point equals 0.60 US College Credit Hours) points varied across the educational programs from 0.7 to 30.0, corresponding to a duration of full-time studies ranging between 15 to 900 h (0.4-24 weeks) per program. The total number of ECTS points for the trainee cohort, was 20,000 corresponding to 530,000 full-time academic hours or 324.0 standard academic working years. The overall drop-out rate, across professions and programs, was 10.6% (499/4693). The lowest drop-out rate was seen for RNs (4.3%; P < 0.0001). Self-reported evaluation questionnaires (2008)(2009)(2010)(2011)(2012)(2013)(2014) were completed by 72.1% (2642/3666) of the trainees. The programs were overall rated, on a 5-categorical scale (5 = excellent; 1 = very inferior), as excellent by 68.6% (MDs: 64.9%; RNs: 66.8%; SHCAs: 77.7%) and as good by 30.6% (MDs: 34.5%; RNs: 32.4%; SHCAs: 21.5%) of the responders. Conclusions:This descriptive study, performed in a lengthy timeframe, presents high-volume data from multiprofessional, oncological E-learning programs. While the E-learning paradigm, across professions, seems to have been well received, it is imperative that prospective studies, benchmarking against traditional training methods, are carried out, examining the hypothesized didactic value of our E-programs.

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Impact of eLearning course on nurses' professional competence in seclusion and restraint practices: a randomized controlled study (ISRCTN32869544)

Cited by 27 publications

References 24 publications

Counselling for Patients and Family Members: A Follow-Up Study in the Emergency Department

Counselling for Patients and Family Members: A Follow-Up Study in the Emergency Department

E-learning programs in oncology: a nationwide experience from 2005 to 2014

E-Learning Programs in Oncology: A Nationwide Experience From 2005 to 2014

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