The long‐term impact of providing nursing education in a low‐income country

Abstract

ObjectiveTo measure long‐term knowledge gain after provision of nursing education in a low‐income country.Design and SampleGlobal health education research has often focused on the short‐ term effects of providing education and direct patient care. Assessment of long‐term knowledge gain is key for determining whether education knowledge transfer is sustainable.MeasurementsThis prospective cohort study of educational training for nurses in Haiti tested knowledge gain before, immediately after, and 6 months after education.InterventionQuantitative assessments were obtained through multiple choice tests at 3 time points. Qualitative data were obtained through focus groups and self‐assessments.ResultsKnowledge gain was significant from pretest to immediate posttest, and knowledge retention was assessed at 6 months after the education. Qualitative data showed improvement in reported confidence levels and patient care activities. Short‐term knowledge gain was statistically significant for improvement; however, long‐term knowledge gain was statistically significant in only 4 of 19 lectures.ConclusionsReported qualitative improvements in patient care indicated added value of providing education to the nursing staff. Hands‐on learning techniques were important to long‐term retention, and building trust was vital to the completion of our study.

Nursing assistants’ knowledge, attitudes and training needs regarding urinary incontinence in nursing homes: a mixed-methods study

“…Accordingly, theoretical knowledge should be combined with practical skills. Typical learning via case sharing and operation manuals with graphics and text are necessary, and hands-on learning techniques are vital to long-term memory retention [ 44 ].…”

Asia-Pacific initiative for rheumatology nurse education: An impact survey in China

“…Handson learning techniques have shown to be important to longterm knowledge retention. [35] Simulation-based education of general medicine nursing staff that included a didactic lecture followed by simulation scenarios demonstrated statistically significant improvements in nursing confidence and knowledge and were sustained over the three-month followup period. [36] ASPIRE training workshops use a mixture of didactic lectures and hands-on workshops.…”