2.50
Hdl Handle:
http://hdl.handle.net/10755/160507
Type:
Presentation
Title:
Using evidence-based educational evaluation to design a critical care course
Abstract:
Using evidence-based educational evaluation to design a critical care course
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2001
Author:Wynd, Christine, PhD
P.I. Institution Name:University of Akron
Title:Professor
Contact Address:College of Nursing, 209 Carroll Street, MGH 202B, Akron, OH, 44325-3701, USA
Contact Telephone:330.972.5164
The development of continuing education programs in nursing must be based on evidence established from evaluations of effective courses. Evaluative research can enhance the design of critical care courses for beginning levels of learning as well as for the retention of skills in experienced critical care nurses (CCNs). The purpose of this study was to examine the effectiveness of a critical care nursing course for enhancing knowledge attainment in entry-level registered nurses, as well as for preparing experienced CCNs to take the critical care RN certification exam. A repeated measures design was used with a convenience sample of 57 registered nurses who participated in a course lasting 16 sessions in length. Data were collected at three time points: pre-course, course completion, and again six months after course completion in order to examine learning retention. Mean scores on the critical care nursing basic knowledge attainment tool (BKAT) were significantly higher at the time of course completion; however, measurement of knowledge attainment six months following course completion demonstrated significant retention of critical care knowledge. This study extends the knowledge base for critical care nursing education and provides evidence-based elements for designing continuing education in nursing.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleUsing evidence-based educational evaluation to design a critical care courseen_GB
dc.identifier.urihttp://hdl.handle.net/10755/160507-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Using evidence-based educational evaluation to design a critical care course</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2001</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Wynd, Christine, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Akron</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">College of Nursing, 209 Carroll Street, MGH 202B, Akron, OH, 44325-3701, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">330.972.5164</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">cwynd@uakron.edu</td></tr><tr><td colspan="2" class="item-abstract">The development of continuing education programs in nursing must be based on evidence established from evaluations of effective courses. Evaluative research can enhance the design of critical care courses for beginning levels of learning as well as for the retention of skills in experienced critical care nurses (CCNs). The purpose of this study was to examine the effectiveness of a critical care nursing course for enhancing knowledge attainment in entry-level registered nurses, as well as for preparing experienced CCNs to take the critical care RN certification exam. A repeated measures design was used with a convenience sample of 57 registered nurses who participated in a course lasting 16 sessions in length. Data were collected at three time points: pre-course, course completion, and again six months after course completion in order to examine learning retention. Mean scores on the critical care nursing basic knowledge attainment tool (BKAT) were significantly higher at the time of course completion; however, measurement of knowledge attainment six months following course completion demonstrated significant retention of critical care knowledge. This study extends the knowledge base for critical care nursing education and provides evidence-based elements for designing continuing education in nursing.</td></tr></table>en_GB
dc.date.available2011-10-26T23:00:35Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T23:00:35Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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