Farshbaf-Khalili Azizeh, Jasemi Madine, Seyyedzavvar Atefe
Physical Medicine and Rehabilitation Research Centre, Aging Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran.
Department of Nursing, Faculty of Nursing and Midwifery, Urmia University of Medical Sciences, Urmia, Iran.
J Educ Health Promot. 2021 Oct 29;10:374. doi: 10.4103/jehp.jehp_918_20. eCollection 2021.
Efficient pain management by nursing staff initially needs accurate knowledge and proper attitude in this field. The aim of present study was to compare the effects of lecture and electronic education on the knowledge, attitude, and practice of nursing staff regarding pain management.
The present superiority randomized controlled trial with two parallel arms was conducted on 78 occupied nurses of surgery wards of X. The participants were recruited randomly and divided into two groups of lecture and electronic education through random blocking (4 and 6 blocks). For allocation concealment, coded nontransparent pockets numbered 1-78 containing the type of intervention were used. Educational material was presented using teacher-centered method in lecture group, as well as through multimedia program using FLASH software in e-learning group through 1-h sessions for 4 weeks. Data on nurses were collected before and 4 weeks after the training using demographic questionnaire, Pain Management Principles Assessment Tool, Nurses' Attitude Survey, and nursing practice checklist. Data were analyzed using SPSS software (version 24) utilizing descriptive and analytic statistical test such as Chi-square, Fisher, independent -test, and ANCOVA. < 0.05 was considered statistically significant.
Mean ± standard deviation of nurses' knowledge, attitude, and practice regarding pain management had significant increase in both groups post-training ( < 0.001). According to ANCOVA the mean postintervention knowledge score in e-learning group by controlling baseline score had significant increase compared to the lecture group (adjusted mean difference [aMD] = 1.8: 95% confidence interval [CI] = 1.5-2.1, < 0.001). Furthermore, the mean of total scores of post-intervention attitude and practice in e-learning group adjusted for baseline score significantly increased compared to lecture group (aMD = 1.8: 95% CI = 1.5-2.1, < 0.001) and (aMD = 3.2: 95% CI = 2.7-3.6, < 0.001).
Electronic education was more efficient than lecture education in increasing of knowledge, attitude, and practice on pain management among nursing staff.
护理人员要实现有效的疼痛管理，首先需要在该领域具备准确的知识和恰当的态度。本研究的目的是比较讲座式教育和电子教育对护理人员在疼痛管理方面的知识、态度和实践的影响。
本研究为一项具有两个平行组的优效性随机对照试验，对X医院外科病房的78名在职护士进行了研究。参与者通过随机分组（4个和6个区组）随机招募并分为讲座组和电子教育组。为了实施分配隐藏，使用了编号为1 - 78的编码不透明口袋，其中装有干预类型。讲座组采用以教师为中心的方法呈现教育材料，电子学习组则通过FLASH软件的多媒体程序，为期4周，每周进行1小时的课程。使用人口统计学问卷、疼痛管理原则评估工具、护士态度调查和护理实践清单，在培训前和培训后4周收集护士的数据。使用SPSS软件（版本24）进行数据分析，采用描述性和分析性统计检验，如卡方检验、费舍尔检验、独立样本t检验和协方差分析。P < 0.05被认为具有统计学意义。
两组护士在疼痛管理方面的知识、态度和实践的均值±标准差在培训后均有显著提高（P < 0.001）。根据协方差分析，在控制基线分数后，电子学习组干预后的知识平均得分与讲座组相比有显著提高（调整后均值差异[aMD] = 1.8：95%置信区间[CI] = 1.5 - 2.1，P < 0.001）。此外，在调整基线分数后，电子学习组干预后的态度和实践总得分均值与讲座组相比显著提高（aMD = 1.8：95% CI = 1.5 - 2.1，P < 0.001）和（aMD = 3.2：95% CI = 2.7 - 3.6，P < 0.001）。
在提高护理人员对疼痛管理的知识、态度和实践方面，电子教育比讲座式教育更有效。
