The majority of trauma nursing education is focused on the emergency phases of care. We describe the development and evaluation of a trauma eLearning module for the ward environment. The module was developed using adult learning principles and implemented in 2 surgical wards. There were 3 phases of evaluation: (1) self-efficacy of nurses; (2) relevance and usability of the module and; (3) application of knowledge learnt. The majority indicated they had applied new knowledge, particularly when performing a physical assessment (85.7%), communicating (91.4%), and identifying risk of serious illness (90.4%). Self-efficacy relating to confidence in caring for patients, communication, and escalating clinical deterioration improved (p = .023). An eLearning trauma patient assessment module for ward nursing staff improves nursing knowledge and self-efficacy.
AD - Sydney Nursing School, University of Sydney, Sydney, New South Wales, Australia (Prof Curtis and Ms Kourouche); Trauma Service, St George Hospital, Kogarah, New South Wales, Australia (Prof Curtis and Drs Wiseman and Mss Kennedy and Goldsmith); St George Clinical School, Faculty of Medicine, University of New South Wales, Sydney, Australia (Prof Curtis); and The George Institute for Global Health, Sydney, Australia (Prof Curtis). AN - 26745537 BT - Journal of Trauma Nursing DA - 93562401117 DP - NLM ET - 2016/01/09 LA - eng LB - AUSThe majority of trauma nursing education is focused on the emergency phases of care. We describe the development and evaluation of a trauma eLearning module for the ward environment. The module was developed using adult learning principles and implemented in 2 surgical wards. There were 3 phases of evaluation: (1) self-efficacy of nurses; (2) relevance and usability of the module and; (3) application of knowledge learnt. The majority indicated they had applied new knowledge, particularly when performing a physical assessment (85.7%), communicating (91.4%), and identifying risk of serious illness (90.4%). Self-efficacy relating to confidence in caring for patients, communication, and escalating clinical deterioration improved (p = .023). An eLearning trauma patient assessment module for ward nursing staff improves nursing knowledge and self-efficacy.
PY - 2016 SN - 1078-7496 (Print)