Computer-Assisted Versus Traditional Classroom Instruction to Promote Change in the Nursing Management of the Second Stage of Labor

2.50
Hdl Handle:
http://hdl.handle.net/10755/156051
Type:
Presentation
Title:
Computer-Assisted Versus Traditional Classroom Instruction to Promote Change in the Nursing Management of the Second Stage of Labor
Abstract:
Computer-Assisted Versus Traditional Classroom Instruction to Promote Change in the Nursing Management of the Second Stage of Labor
Conference Sponsor:Sigma Theta Tau International
Conference Year:2009
Author:Nurse, Rachelle P., RNC-WHCNP, MSN, MSHA
P.I. Institution Name:Harris County Hospital District; Texas Woman's University
Title:Nursing Director of Women's Services; Doctoral Student
Co-Authors:Theresa Lewis, RNC, BSN
[Evidence-based Practice Session Presentation] The intrapartum nurses knowledge of pushing and positioning techniques during the second stage of labor can impact a mother's success for a vaginal delivery and the families birthing experience. Finding innovative ways to educate nurses of new and revised evidenced-based clinical guidelines in obstetrics is an ongoing problem for nurse educators internationally. Constraints on healthcare budgets is recognized globally, impacting the amount of educational support available for staff development programs and obstetrical units are no exception. Increased workloads, lost productivity and nursing shortages only compound the problem. Reduction in personnel costs, flexibility and convenience are convincing rationales for using computer-assisted instruction (CAI) in clinical staff development. A pilot study was conducted to compare knowledge acquisition, modification in clinical practice and learner satisfaction using computer-assisted and traditional classroom instruction of positioning and pushing guidelines during the second stage of labor. A randomized posttest only, two group design was used. Ten intrapartum registered nurses in a women's specialty hospital in South Central United States were recruited and randomized into an experimental and control group. The nurses all received the identical content with the experimental group using a computer module and the control group attending a lecture. The instruments included a demographic data form; a posttest administered immediately post-intervention and a 30-days post-instruction, a satisfaction tool and; and a 30-day post-intervention survey of clinical practice. No significant difference (p<.05) was found for knowledge gained immediately and 30-days post-intervention. A significant difference was found with overall satisfaction rates with CAI. No significant difference was found with reports of changes in clinical practice between the two groups. Overall, results indicated that CAI is an appropriate alternative to teaching clinical practice guidelines in intrapartum staff nurse development.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleComputer-Assisted Versus Traditional Classroom Instruction to Promote Change in the Nursing Management of the Second Stage of Laboren_GB
dc.identifier.urihttp://hdl.handle.net/10755/156051-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Computer-Assisted Versus Traditional Classroom Instruction to Promote Change in the Nursing Management of the Second Stage of Labor</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Nurse, Rachelle P., RNC-WHCNP, MSN, MSHA</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Harris County Hospital District; Texas Woman's University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Nursing Director of Women's Services; Doctoral Student</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">nurserachelle@entouch.net</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Theresa Lewis, RNC, BSN</td></tr><tr><td colspan="2" class="item-abstract">[Evidence-based Practice Session Presentation] The intrapartum nurses knowledge of pushing and positioning techniques during the second stage of labor can impact a mother's success for a vaginal delivery and the families birthing experience. Finding innovative ways to educate nurses of new and revised evidenced-based clinical guidelines in obstetrics is an ongoing problem for nurse educators internationally. Constraints on healthcare budgets is recognized globally, impacting the amount of educational support available for staff development programs and obstetrical units are no exception. Increased workloads, lost productivity and nursing shortages only compound the problem. Reduction in personnel costs, flexibility and convenience are convincing rationales for using computer-assisted instruction (CAI) in clinical staff development. A pilot study was conducted to compare knowledge acquisition, modification in clinical practice and learner satisfaction using computer-assisted and traditional classroom instruction of positioning and pushing guidelines during the second stage of labor. A randomized posttest only, two group design was used. Ten intrapartum registered nurses in a women's specialty hospital in South Central United States were recruited and randomized into an experimental and control group. The nurses all received the identical content with the experimental group using a computer module and the control group attending a lecture. The instruments included a demographic data form; a posttest administered immediately post-intervention and a 30-days post-instruction, a satisfaction tool and; and a 30-day post-intervention survey of clinical practice. No significant difference (p&lt;.05) was found for knowledge gained immediately and 30-days post-intervention. A significant difference was found with overall satisfaction rates with CAI. No significant difference was found with reports of changes in clinical practice between the two groups. Overall, results indicated that CAI is an appropriate alternative to teaching clinical practice guidelines in intrapartum staff nurse development.</td></tr></table>en_GB
dc.date.available2011-10-26T14:24:26Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T14:24:26Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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