Construction and Validation of a Distance Learning Module on Premedication Antisepsis for Nursing Professionals

2013 ◽  
Vol 31 (11) ◽  
pp. 566-571 ◽  
Author(s):  
BARBARA JULIANA DA COSTA PEREIRA ◽  
ISABEL AMÉLIA COSTA MENDES ◽  
JORGE BEATRIZ MARIA ◽  
ALESSANDRA MAZZO
Keyword(s):  
Distance Learning ◽  
Learning Module ◽  
Nursing Professionals

scholarly journals Distance learning and its impact on educational intervention on palliative care to nursing professionals–A pilot study

2021 ◽  
Vol 11 (11) ◽  
pp. 7
Author(s):  
Eric Benchimol Ferreira ◽  
Layz Alves Ferreira Souza ◽  
Maria Alves Barbosa ◽  
Claudia Paula Guimarães ◽  
Michelle Augusta Santos ◽  
...  
Keyword(s):  
Palliative Care ◽  
Distance Education ◽  
Distance Learning ◽  
Educational Intervention ◽  
Professional Training ◽  
Interdisciplinary Teams ◽  
Second Phase ◽  
Training Tool ◽  
Quasi Experimental ◽  
Nursing Professionals

Background and objective: Distance education (DE) is a professional training tool that was utilized to work with nursing professionals in this investigation on palliative care. This innovative form of care is used by interdisciplinary teams in a holistic way, with biological, psychological and spiritual aspects. Besides it is uniquely significant during pandemic lockdowns such as the current restrictions in nowadays. The aim of the study was to evaluate the knowledge of nursing professionals about palliative care, before and after an educational intervention through distance education.Methods: This is a quasi-experimental study carried out in a medium-sized state teaching hospital located in the Midwest region of Brazil. Participants: 31 nursing professionals who worked in the internal medicine ward. First phase, the prior knowledge about palliative care was evaluated through a questionnaire containing 24 semi-structured questions. In the second phase seven 20-minute video lessons were prepared, recorded and sent to the participating group. Third phase the same questionnaire was used to evaluate participants and they were inquired how they perceived they knowledge after distance learning.Results: A total of 31 professionals were enrolled in the first phase of the study and 29 answered the evaluation questionnaire after DE intervention. Most nursing professionals (61.2%) had between 31 and 50 years, 30 (96.7%) professionals had studied between 10 and 20 years. After DE there was an increase of 33% correct answers. Distance learning improved professional practice and increased confidence at work.Conclusions: Distance education is well accepted and promotes an increase of knowledge by up to a third on palliative care issues and also increased self-confidence among professionals.

scholarly journals Enhancing Student Interactions in Online Learning: A Case of Using YouTube in a Distance Learning Module in a Higher Education Institution in Uganda

2020 ◽  
Vol 5 (4) ◽  
pp. 103
Author(s):  
Proscovia Namubiru Ssentamu ◽  
Dick Ng’ambi ◽  
Emily Bagarukayo ◽  
Rehema Baguma ◽  
Harriet Mutambo Nabushawo ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
Education Institution ◽  
Higher Education Institution ◽  
Student Interactions ◽  
Learning Module

scholarly journals Environmental Health and Nursing: Piloting a Technology-Enhanced Distance Learning Module

AAOHN Journal ◽  
2005 ◽  
Vol 53 (8) ◽  
pp. 353-359 ◽  
Author(s):  
Debra Olson ◽  
Maggie Stedman-Smith ◽  
Ann Fredrickson
Keyword(s):  
Distance Learning ◽  
Adult Learning ◽  
Environmental Health ◽  
Professional Education ◽  
Strong Association ◽  
The Internet ◽  
Learning Module ◽  
Adult Learning Principles ◽  
Face To Face Instruction ◽  
Learning Principles

The results of a pilot study evaluating a technology-enhanced distance learning module to impart environmental health core concepts to nurses are presented in this article. The internet-based module was developed for continuing professional education and imparts principles of adult education through interactive features including simulated clinical vignettes, an environmental justice case study, and hyperlinks to websites related to environmental protection and health regulation. Mean gains between pre- and post-tests; participant identification of adult learning principles as advanced by Knowles, Holton, and Swanson (1998); and satisfaction were measured among participating RNs (N = 34). A 6% mean gain in learning occurred between pre- and post-tests (95% CI .51 to 1.37, p < .0001). No significant differences in learning occurred for those who prefer face-to-face instruction and those who tend to procrastinate. Ninety-four percent of respondents indicated they were satisfied or very satisfied with the module. A strong association was found between recognition of adult learning principles as enhancing the assimilation of knowledge and competencies of environmental health and high satisfaction with the module. Distance learning via the Internet shows promise as a format to promote environmental health education for nurses.

scholarly journals Distance Learning of the National Institutes of Health Stroke Scale During the COVID-19 Pandemic, E-learning versus Video: a Web-Based Randomized Controlled Trial (Preprint)

2020 ◽  
Author(s):  
Mélanie Suppan ◽  
Loric Stuby ◽  
Emmanuel Carrera ◽  
Philippe Cottet ◽  
Avinash Koka ◽  
...  
Keyword(s):  
Distance Learning ◽  
Medical Students ◽  
National Institutes Of Health ◽  
Web Based ◽  
Learning Group ◽  
Randomized Controlled ◽  
Learning Module ◽  
Learning Path ◽  
E Learning ◽  
Better Than

BACKGROUND The COVID-19 pandemic has considerably altered the regular medical education curriculum while increasing the need for healthcare professionals. Senior medical students have been incrementally used on the front line to overcome the shortage of certified physicians. These students, some of whom will be fast-tracked as physicians, might lack knowledge regarding the initial management of time-critical emergencies such as stroke. OBJECTIVE Our aim was to determine whether an electronic learning (e-learning) module could improve distance knowledge acquisition of the National Institutes of Health Stroke Scale (NIHSS) in senior medical students compared to the traditional didactic video. METHODS A randomized, controlled, data-analyst blinded web-based trial was conducted at the University of Geneva Faculty of Medicine between April and June 2020. Fifth year medical students followed a learning path designed to distantly learn the NIHSS. The control group followed the traditional didactic video created by Patrick Lyden while the e-learning group followed the updated version of a previously tested highly-interactive e-learning module. The main outcome was the score on a 50-question quiz displayed upon completion of the learning material. Difference in the proportion of correct answers for each specific NIHSS item was also assessed. RESULTS Out of 158 potential participants, 88 started their allocated learning path, and 75 completed the trial. Participants who followed the e-learning module performed better than those who followed the video (38 [95%CI 37 to 39] correct answers versus 35 [95%CI 34 to 36], P<.001). Participants in the e-learning group scored five elements better than the video group: key NIHSS concepts (P=.02), the consciousness – global item (P<.001), the facial palsy item (P=.04), the ataxia item (P=.03) and the sensory item (P=.04). CONCLUSIONS Compared to the traditional didactic video, a highly-interactive e-learning module enhances distance learning and NIHSS knowledge acquisition in senior medical students.

Operating a distance learning module within an undergraduate work placement: some reflections

2002 ◽  
Vol 44 (1) ◽  
pp. 11-22 ◽  
Author(s):  
Elizabeth Gammie ◽  
Bob Gammie ◽  
Fiona Duncan
Keyword(s):  
Distance Learning ◽  
Work Placement ◽  
Learning Module

scholarly journals PEMANFAATAN MODUL TEMATIK SEBAGAI ALAT EVALUASI PEMBELAJARAN PADA SAAT PANDEMI COVID-19

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Arif Mishbah Suryawanto ◽  
Wahyu Lestari
Keyword(s):  
Distance Learning ◽  
Learning Outcomes ◽  
Qualitative Method ◽  
Student Learning Outcomes ◽  
Learning Material ◽  
Evaluation Tool ◽  
Learning Module ◽  
Learning Evaluation ◽  
Data Collection Technique ◽  
Thematic Learning

During distance learning due to the Covid-19 pandemic, learning evaluation must still be carried out. There are many ways and evaluation tools that teachers can use in carrying out learning evaluations. One of them is the thematic learning module. This is because the module does not only contain learning materials, but there are learning evaluation materials in it. This study aims to determine the use of thematic modules as a learning evaluation tool. This study used descriptive qualitative method. The data collection technique in this research is by interviewing several teachers in elementary schools in Bandung. The results of the research based on the results of the interviews show that at this time learning is carried out remotely, teachers really need modules, because modules are needed as interesting teaching materials and help students understand learning material. Furthermore, at this time, the module is often used by teachers in distance learning, apart from being an additional teaching material, the module is also used as a learning evaluation tool. Because according to the teacher, the modules in it not only contain learning material, but there are also evaluation questions. The conclusion that can be obtained is that teachers really need modules when learning takes place, especially when learning is carried out remotely, because it is hoped that using thematic modules will help students learn independently and understand learning material, as well as the results of evaluating student learning outcomes through modules can be achieved properly.

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