Outcome Measures to Monitor Program Effectiveness: Phase 1 Self Efficacy Pre and Post the Progressive Care Academy

2.50
Hdl Handle:
http://hdl.handle.net/10755/183042
Category:
Abstract
Type:
Presentation
Title:
Outcome Measures to Monitor Program Effectiveness: Phase 1 Self Efficacy Pre and Post the Progressive Care Academy
Author(s):
Wilson, Donna Lee; Haughton, D.
Author Details:
Donna Lee Wilson, RN, Baptist Health South Florida, Miami, FL, email: DonnaWA@baptisthealth.net; D. Haughton
Abstract:
Purpose: To evaluate the self-efficacy as it relates to knowledge and competence of the novice progressive care registered nurse (RN) prior to participation in the 8-week Progressive Care Academy (PCA) course and after course completion. Method: The education intervention entitled Progressive Care Academy (PCA) is modeled after the American Association of Critical Care Nursing (AACN) core curriculum for progressive care nursing and progressive care certification (PCCN) blueprint. The PCA is a blended design including eLearning, classroom didactic, patient simulation and targeted clinical experiences. The selected method for program evaluation was a survey design evaluating the self-efficacy of 13 of the nurses before and after completion of the PCA course. The self-efficacy survey tool was designed to measure the self-efficacy of participants per the topics and associated competencies of the course with a four point scale: 1- novice, 2- competent, 3- proficient and 4- expert. The 13 nurses were asked to evaluate their self-efficacy of knowledge and competency on the first day and the last day of the 8-week course. Data collected was then placed in the Statistical Package for the Social Sciences (SPSS) for analysis.
Findings: Data analysis using SPSS revealed increased self efficacy in all areas at the end of the 8-week PCA. Evaluation of data using the paired t-tests showed statistically significant increase in self-efficacy as it relates to knowledge and competence from pre-PCA to post-PCA. For example, a paired-sample t-test was conducted to evaluate the impact of PCA on perceived competency of the pulmonary system. There was a statistically significant increase in self-efficacy from pre-PCA (M=1.73, SD=.53) to post-PCA (M=2.72, SD=.42), t (10) = 5.76, p=.000 (two-tailed). Thus, the nurses? perceived competency of the pulmonary system which began as novice/proficient pre-PCA advanced to proficient/competent post-PCA. Another example using the paired sample t-test was to evaluate nurses' perception of their knowledge regarding ventriculostomies. Again there was a statistically significant increase in self efficacy from pre-PCA (M=1.27, SD = .47) to post PCA (M=2.63, D=.50), t (10) = -6.708, p=.000 (two tailed). Thus the nurses' perceived knowledge of ventriculostomies which began as novice/competent pre-PCA and advanced to proficient/competent post-PCA. Discussion: The decision to conduct pre and post evaluation measurable tests was to provide participants as well as educators with a scientific basis for motivation and affirmation concerning the learning process. The successful results of this program evaluation for the PCA curriculum would suggest application of the same curriculum in future PCA courses. Phase 2 is to develop a research study to include an addition of a pre- and post-comprehensive assessment to further determine measurable results consistent with the goals and objectives of the course. The Phase 3 plan is to examine translation of knowledge to practice environment.
Repository Posting Date:
28-Oct-2011
Date of Publication:
28-Oct-2011
Conference Date:
2010
Conference Name:
7th Annual Florida Magnet Research Conference
Conference Host:
University of South Florida College of Nursing; Sigma Theta Tau International; Florida Organization of Nurse Executives
Conference Location:
Naples, Florida, USA
Description:
7th Annual Florida Magnet Research Conference - Theme: Research at the Point of Care. Held 11-13 February 2010 at the Naples Grande Beach Resort, Naples, Florida, USA.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titleOutcome Measures to Monitor Program Effectiveness: Phase 1 Self Efficacy Pre and Post the Progressive Care Academyen_GB
dc.contributor.authorWilson, Donna Leeen_US
dc.contributor.authorHaughton, D.en_US
dc.author.detailsDonna Lee Wilson, RN, Baptist Health South Florida, Miami, FL, email: DonnaWA@baptisthealth.net; D. Haughtonen_US
dc.identifier.urihttp://hdl.handle.net/10755/183042-
dc.description.abstractPurpose: To evaluate the self-efficacy as it relates to knowledge and competence of the novice progressive care registered nurse (RN) prior to participation in the 8-week Progressive Care Academy (PCA) course and after course completion. Method: The education intervention entitled Progressive Care Academy (PCA) is modeled after the American Association of Critical Care Nursing (AACN) core curriculum for progressive care nursing and progressive care certification (PCCN) blueprint. The PCA is a blended design including eLearning, classroom didactic, patient simulation and targeted clinical experiences. The selected method for program evaluation was a survey design evaluating the self-efficacy of 13 of the nurses before and after completion of the PCA course. The self-efficacy survey tool was designed to measure the self-efficacy of participants per the topics and associated competencies of the course with a four point scale: 1- novice, 2- competent, 3- proficient and 4- expert. The 13 nurses were asked to evaluate their self-efficacy of knowledge and competency on the first day and the last day of the 8-week course. Data collected was then placed in the Statistical Package for the Social Sciences (SPSS) for analysis. <br/>Findings: Data analysis using SPSS revealed increased self efficacy in all areas at the end of the 8-week PCA. Evaluation of data using the paired t-tests showed statistically significant increase in self-efficacy as it relates to knowledge and competence from pre-PCA to post-PCA. For example, a paired-sample t-test was conducted to evaluate the impact of PCA on perceived competency of the pulmonary system. There was a statistically significant increase in self-efficacy from pre-PCA (M=1.73, SD=.53) to post-PCA (M=2.72, SD=.42), t (10) = 5.76, p=.000 (two-tailed). Thus, the nurses? perceived competency of the pulmonary system which began as novice/proficient pre-PCA advanced to proficient/competent post-PCA. Another example using the paired sample t-test was to evaluate nurses' perception of their knowledge regarding ventriculostomies. Again there was a statistically significant increase in self efficacy from pre-PCA (M=1.27, SD = .47) to post PCA (M=2.63, D=.50), t (10) = -6.708, p=.000 (two tailed). Thus the nurses' perceived knowledge of ventriculostomies which began as novice/competent pre-PCA and advanced to proficient/competent post-PCA. Discussion: The decision to conduct pre and post evaluation measurable tests was to provide participants as well as educators with a scientific basis for motivation and affirmation concerning the learning process. The successful results of this program evaluation for the PCA curriculum would suggest application of the same curriculum in future PCA courses. Phase 2 is to develop a research study to include an addition of a pre- and post-comprehensive assessment to further determine measurable results consistent with the goals and objectives of the course. The Phase 3 plan is to examine translation of knowledge to practice environment.en_GB
dc.date.available2011-10-28T16:12:04Z-
dc.date.issued2011-10-28en_GB
dc.date.accessioned2011-10-28T16:12:04Z-
dc.conference.date2010en_US
dc.conference.name7th Annual Florida Magnet Research Conferenceen_US
dc.conference.hostUniversity of South Florida College of Nursingen_US
dc.conference.hostSigma Theta Tau Internationalen_US
dc.conference.hostFlorida Organization of Nurse Executivesen_US
dc.conference.locationNaples, Florida, USAen_US
dc.description7th Annual Florida Magnet Research Conference - Theme: Research at the Point of Care. Held 11-13 February 2010 at the Naples Grande Beach Resort, Naples, Florida, USA.en_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
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