Pressure injury knowledge and e-learning: How effective is it?

Abstract

Aims: The primary aim of this study was to ascertain whether or not e-learning is more effective at increasing Registered Nurses’, knowledge of pressure injury prevention, management and description than classroom methods of education. The secondary aim was to ascertain what Registered Nurses’ preferences are in relation to the forms of education available to them on pressure injury prevention, assessment and description. Design: This was a mixed methods study. The first part of the study used a quantitative design and a questionnaire to test Registered Nurses’ knowledge of pressure injuries. The second part of the study used a descriptive qualitative design and used a focus group that explored Registered Nurses’ thoughts on differing forms of education. Setting: Christchurch, New Zealand. Participants: Registered Nurses from the CDHB that have participated in either the classroom or e-learning form of pressure injury education within the last two years. Methods: For the first part of the study, questionnaires were used to test Registered Nurses’ knowledge of pressure injuries following either classroom or e-learning styles of education. The questionnaire included a pressure injury knowledge test and openended questions related to the type of education that participants received. Questionnaires were completed by participants at three different points of measurement: pre-education; immediately post-education; and one month following. For the second part of the study, a focus group was run to gain a more in depth understanding of what Registered Nurses’ preferences were for the type of pressure injury education that they received. Registered Nurses from both sample groups were involved in the focus group. Results: The e-learning style of education was found to be as effective as the classroom style of education at increasing CDHB Registered Nurses’ knowledge of pressure injury. Findings suggest that Registered Nurses’ knowledge of assessment, documentation and reporting of pressure injuries was of a high standard for both sample groups. Knowledge of prevention and staging of pressure injuries was poor and further education is required on these topics. Participants in the study stated that they were becoming more accepting of using elearning as a mode of pressure injury education; however, most would prefer to use it in conjunction with classroom forms of education. Conclusion: Overall, e-learning was found to be as effective as traditional classroom forms of education for increasing Registered Nurses’ knowledge of pressure injuries. E-learning is therefore a viable method for the provision of this content. However, new and alternative approaches to the way in which pressure injury education is delivered is required if knowledge levels are to improve regarding pressure injury prevention and staging. A trial of a blended learning approach is recommended for the future.