Title: Remodeling of nursing education on e-learning platform in a medical college hospital
Abstract:
To showcase the experiences of 335 intensive care nurses learning on digital content in a medical college hospitals, as nurses are more in number than a private small hospital and to plan training programs to large group of nurses over a year. We worked in identifying the right topics to convert classroom teaching modules into digital format and secondary objective was to identify the research gap of understanding the effectiveness of technology based electronic (E-platform) tools for Continuous Nursing Education compared to Traditional classroom training. Experimental, Case Control method study was done on nurses from intensive care areas. Half of them were given traditional classroom teaching were grouped as Control group and other half were counted as Case group. For this comparative study, we have taken one of the modules being taught in the tertiary care hospital – on Blood Transfusion Practices. For case group, 4 videos were made with nurse trainers of hospital, size of 50 MB each with content on blood transfusion practices in wards and intensive care units, signs and symptoms related to adverse blood transfusion reactions and adverse blood transfusion reaction reporting process for enhancing patient safety. Each video running for 20 minutes, circulated on mobile numbers of nurses.
We are using the Routine Blood Transfusion Knowledge Questionnaire (RBTKQ) which was formed based on the British Committee for Standards of Hematology’s’ guidelines. The mean scores achieved in Control group during pre-test was 18 and the Experimental group was 22. These mean scores had improved to 22 marks in Control group (11.8% increase) and 28 marks in experimental group (17.7% increase). On comparing both the groups, the experimental group had significantly higher scores than the control group in terms of knowledge and awareness of occupational safety. It was also seen that 76% of the nurses in the experimental group had visited the website with only around 60% actually completing the online course. It was later discussed that adding a chat box or a way to discuss will clarify doubts of participants would be of help and encourage higher completion rates.
Audience Take Away Notes:
• We have prepared training content on medico-legal documentation awareness by nurses, family nurses training on domiciliary care, home care services. We can share that with the audience. Designing the online content is not easy
• Classroom trainings adds to training costs to organisation and paid leave provision to employees. This can be absorbed with digital training. Nurses from busy areas of hospitals will prefer viewing the content at their leisure pace. But, constant follow ups by trainers is required to keep their pace in learning. We can share all these experiences with the audience
• Nurses will accept this type of training if local nursing councils or regulatory bodies accept it. We approached the local chapters of nursing associations and they are in process of approving it
