The effects of interactive E-learning on delirium recognition ability and delirium-related strain of care among critical care nurses

Ghezeljeh, Tahereh Najafi; Rahnamaei, Fatemeh; Omrani, Soghra; Haghani, Shima

doi:10.1177/1751143720972627

Cited by 5 publications

(1 citation statement)

References 42 publications

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“…In this study, no statistically significant difference was found between the pre-test scores of the control and intervention groups. However, there was a statistically significant difference between the post-test scores of the intervention and control groups [49]. Samulski et al, also used pre-and post-test questions to measure the knowledge of the participants after passing a cytopathology online course.…”

Section: Discussionmentioning

confidence: 99%

Development and evaluation of an e-learning course in oxygen therapy

2022

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Background Respiratory problems are among the most challenging situations in emergency care services. Different oxygen therapy methods are usually used to deal with these problems. In recent years, oxygen therapy has been recognized as one of the most widely used therapeutic processes in emergency departments (ED) mainly due to the Covid-19 pandemic. The aim of this study was to develop and evaluate an e-learning course in oxygen therapy for the ED clinicians. Methods This was a pre-post study conducted in three phases in 2021. Initially, the educational requirements of clinicians (n = 181) were investigated using a questionnaire, and in the second phase, an interactive e-learning course was developed. In the third phase, the course was assessed in terms of maintaining the principles of developing an e-learning course, affecting participants’ knowledge, and supporting usability requirements. Results The findings revealed that training in oxygen therapy was essential for the ED clinicians. Therefore, an e-learning course was developed. The content production experts and the participants evaluated the content and usability of the online course at a good level. In addition, there was a statistically significant difference between the nurses’ (p < 0.001) and general practitioners’ (p < 0.002) pre- and post-test scores suggesting that the course improved their knowledge. Conclusion It seems that the e-learning course developed in the current study can improve health care professionals’ knowledge and quality of care. However, more evaluation studies are needed to investigate the effectiveness of the course for other clinicians, such as nurses who work in intensive care units.

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Section: Discussionmentioning

confidence: 99%

Development and evaluation of an e-learning course in oxygen therapy

2022

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Effects of technology-based educational tools on nursing learning outcomes in intensive care units: a systematic review and meta-analysis

et al. 2022

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Background Nurses working in the Intensive Care Unit (ICU), due to the sensitivity and difficulty of tasks, need continuous and scientific training to be able to offer the best performance in difficult situations and use their knowledge in the best way. Also, nursing students spend internships in ICUs and receive special training in practice in the actual center. Educational tools based on new technologies can potentially improve the educational outcomes of nursing in ICUs. Objectives The present study aims to review and evaluate the effect of using technology-based educational tools for training critical care nurses and nursing students. Methods A comprehensive search was conducted to identify peer-reviewed English language articles in Embase, Medline (through PubMed), Scopus, and ISI web of science published from 2010 to Feb 18, 2022. The studies that examined the effectiveness of technology-based educational interventions with control groups were included. The risk of bias in each study was assessed using the Cochrane Collaboration’s tool. Also, we used Standard Mean Difference (SMD) to estimate the effect of technology-based educational tools on learning outcomes. All meta-analyses were performed with a random effects model in Stata Ver.16. Results Altogether, ten studies were eligible for the quality assessment and systematic review, while one study that had not reported the pre-intervention analysis was excluded from the meta-analysis. Nine studies were considered to have a low RoB regarding reporting ways, and one of them showed a high risk. Performance and selection bias caused a high risk in six and five of the studies, respectively. In the meta-analysis, improvement in knowledge (SMD = 0.91), skills (SMD = 0.52), and self-confidence (SMD = 0.96) was noticed by applying technology-based educational tools. Conclusion It can be offered that if the learning method based on the new technologies tested is more effective than conventional teaching methods, they are likely to improve the learning outcome significantly. The new-developed tools also have great potential in improving health care functions among nurses or nursing students as well as enhancing the quality of life and patient satisfaction.

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