Learning effectiveness of nurses caring for patients with pulmonary artery catheters using e-learning and simulation approaches

Abstract

Background: A systematic training program has not been developed for pulmonary artery catheter (PAC) patient care in Taiwan; only the mentor-apprentice learning approach is used. Therefore, it is difficult for nursing personnel to maintain mastery of care. Methods: ICU nurse practitioners of regional teaching hospitals were enrolled in this study to perform pretest, post-test, and repeated measurements in order to examine the long-term learning effectiveness of this intervention. Before and after e-learning using the PAC Teaching DVD and high-tech simulation interventions, this study used scales to assess knowledge, attitude, technique inspection, and satisfaction with the PAC Teaching DVD to collect data. Results: The differences in the posttest scores and repeated measurements in the areas of knowledge and techniques of PAC patient care reached significance (p < .05). The differences in scores in the care attitude areas of "Beneficial to the improvement of self-confidence in care" and "I believe that I can provide accurate data for decision-making" post-test and those in the area of "During insertion of a pulmonary artery catheter in patients, I will look up information to look for answers" reached significance (p < .05). The learners were all satisfied with the PAC Teaching DVD. Conclusion: This study considered the needs of learners, and developed the PAC Teaching DVD according to theory. The results showed that the interventions had a long-term learning effectiveness in terms of knowledge, attitude, and techniques of PAC patient care. This research can be used as a reference for training in the care of PAC patients.

Nurses' Educational Needs Assessment for Hemodynamic Monitoring in Intensive Care Units

“…Learning methods such as case studies, simulation, group discussion, and reflection can be used to enhance clinical reasoning skills in nursing education. 52 Moreover, mastery learning method 53 and simulation approaches 14 can be used to teach practical skills to nurses. The findings indicated that the development of continuing education programs in the area of clinical reasoning skills for hemodynamic monitoring should be more emphasized on.…”

“…In this regard, they have suggested educational hemodynamic monitoring. 13,14 The undesirable level of knowledge and the application of vital systems assessment skills by nurses can also be attributed to some factors such as method of training, lack of retraining, inadequate supervision of nurses' practice, and the routine nursing practices in Iran. 15 Educational needs assessment should be addressed to modify an effective educational status to meet information and challenges faced in the clinical setting.…”