Curtis Kate, Wiseman Taneal, Kennedy Belinda, Kourouche Sarah, Goldsmith Helen
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).
J Trauma Nurs. 2016 Jan-Feb;23(1):28-35. doi: 10.1097/JTN.0000000000000177.
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.
大多数创伤护理教育都集中在护理的紧急阶段。我们描述了一个针对病房环境的创伤电子学习模块的开发与评估。该模块是根据成人学习原则开发的，并在两个外科病房实施。评估分为三个阶段：（1）护士的自我效能感；（2）模块的相关性和可用性；（3）所学知识的应用。大多数人表示他们已经应用了新知识，特别是在进行体格检查（85.7%）、沟通（91.4%）和识别重症风险（90.4%）时。在护理患者、沟通和应对临床病情恶化方面的自我效能感有所提高（p = 0.023）。一个针对病房护理人员的创伤电子学习患者评估模块提高了护理知识和自我效能感。
