Paul Bobbink, MScN, is Lecturer, Geneva School of Health Sciences, HES-SO University of Applied Sciences and Arts, Geneva, Switzerland, and PhD Candidate at the University Institute of Higher Education and Research in Healthcare, Faculty of Biology and Medicine, University of Lausanne. Also at Geneva School of Health Sciences, HES-SO University of Applied Sciences and Arts, Géraldine Gschwind, MScN, is Assistant; and Lucie Charbonneau, MSc; Carole Guex, BScN, and Laurent Chabal, BScN, ETN, are Assistant Lecturers. Sebastian Probst, DClinPrac, MNS, RN, is Full Professor of Tissue Viability and Wound Care, Geneva School of Health Sciences, HES-SO University of Applied Sciences and Arts; Care Directorate, University Hospital Geneva; Faculty of Medicine Nursing and Health Sciences, Monash University, Melbourne, Australia; and College of Medicine Nursing and Health Sciences, University of Galway, Galway, Ireland. Acknowledgment: The authors thank their colleagues from the University of Applied Sciences and Arts, Geneva School of Health Sciences, and the clinical nurse specialists who were involved in this new scenario for their support. They give special thanks to Celina Marques Teixeira who designed the e-learning unit and Prof Dimitri Beeckman for the permission to translate and use the questionnaire. The work cannot be changed in any way or used commercially without permission from the journal. The authors have disclosed no financial relationships related to this article. Submitted February 6, 2023; accepted in revised form March 16, 2023.
Adv Skin Wound Care. 2023 Dec 1;36(12):636-641. doi: 10.1097/ASW.0000000000000066.
To assess first-year bachelor's degree in nursing students' knowledge about pressure injury (PI) etiology, classification, prevention, and management following blended learning and clinical practice.
A quasi-experimental design was used. Nursing students' PI knowledge was measured using the French version of the Pressure Ulcer Knowledge Assessment Tool (PUKAT) at three time points: baseline (before a blended-learning unit, consisting of 2 hours of e-learning and 3 hours of practical workshop), after the blended-learning unit, and after clinical practice.
A total of 21 students participated over the three time points. At baseline, the mean percentage of correct answers on the PUKAT was 45.8%. This score increased to 59.2% following the blended-learning unit and 65% after completing the clinical practice (F2,58 = 19.08; P = .00). Over the three time points, students scored highest on knowledge of risk assessment and lowest on knowledge of prevention.
Blended-learning units combining e-learning and practical workshops are valuable tools to increase students' knowledge about PIs. The PUKAT enables the evaluation of changes in students' knowledge following a teaching unit on PIs. However, more research is needed to assess the long-term evolution of knowledge and the impact of this teaching on clinical practice.
评估混合学习和临床实践后，护理本科一年级学生对压力性损伤（PI）病因、分类、预防和管理的知识。
采用准实验设计。在三个时间点使用法语版压力性溃疡知识评估工具（PUKAT）测量护理学生的 PI 知识：基线（在混合学习单元之前，包括 2 小时的在线学习和 3 小时的实践工作坊）、混合学习单元后和临床实践后。
共有 21 名学生在三个时间点参与了研究。基线时，PUKAT 的正确答案百分比平均为 45.8%。混合学习单元后增加到 59.2%，临床实践后增加到 65%（F2,58 = 19.08；P =.00）。在三个时间点，学生在风险评估知识方面得分最高，在预防知识方面得分最低。
将在线学习和实践工作坊相结合的混合学习单元是增加学生对 PI 知识的有价值的工具。PUKAT 能够评估 PI 教学单元后学生知识的变化。然而，需要进一步研究来评估知识的长期演变以及这种教学对临床实践的影响。
