Educational funds are often cut first out of budgets (Porter O’Grady & Malloch, 2018). If an organization has training for frontline leaders, it is generally a live-programming model. Live-programming may not be sustainable due to the amount of time, wages, and resources required to sustain it. For some organizations, an e-Learning program may be a more sustainable method of evidence-based education for leaders than lengthy, in-person programming designs. Therefore, a continuing nursing education (CNE), blended e-Learning, certificate program may be a sustainable solution. The purpose of this presentation is to disseminate findings from a multisite, international research study examining the effects of an online, blending learning program on preparation and empowerment of frontline leaders in the acute care setting.
Methods
A pre-test, post-test descriptive study design was used to determine the effects of a blended, e-Learning educational activity for frontline leaders in varying organizations and acute clinical care settings.
A continuing nursing education (CNE), blended e-Learning, certificate program was developed entitled Frontline Leader Certificate Program. Unique qualities of this program included (a) an interactive online course format, (b) subject matter expert authors, (c) blended learning tools (d) self-paced, asynchronous program (e) evidence-based curriculum, and (e) the content is mapped to empowerment theoretical framework, (f) mapped to QSEN competencies and ANCC Magnet criteria.
Paired t-tests were utilized to evaluate results and significance. The Conditions for Work Effectiveness Questionnaire (CWEQ-I), developed by Laschinger et al. (2001), and ‘Psychological Empowerment Scale’ (PES), developed by Spreitzer (1995), were used to measure empowerment. Self-reported knowledge and effectiveness of intervention were measured by four questions developed by the principal investigator (PI).
Results
Frontline leader participants stated that they received training prior to assuming the charge nurse role (79%) but that it was inadequate (54%). No participant had previously received online training as preparation for their role. Frontline leader participants experienced a statistically significant difference in structural empowerment, utilizing the CWEQ-I scale, from pre-assessment (M=18.50, SD=1.6940) to post-assessment (M=19.47, SD=1.6940). Five out of six mean subscale scores pre- to post-assessment were statistically significant at the 95% confidence interval (CI): opportunity, resources, support, formal power, and informal power. Participants did not experience a significant difference in psychological empowerment (PE) from pre-assessment (M= 5.38, SD=0.4179) to post-assessment (M=5.47, SD=0.4179). However, one subscale, self-determination, was statistically significant. The intervention did not have an effect on intent to stay. Participants agreed (24/29, 83%) that the intervention program contributed to their sense of empowerment in their role and contributed to their ability to create and empowering work environment.
Conclusion
Online learning may be a more feasible and sustainable education option for this type of programming and population. Creating a sustainable platform for frontline leaders to receive training based on empowerment theories could improve the work environment and have desirable effects for the individual leaders, department, organization, and discipline. Nursing research may improve the adoption of more nursing empowerment principles within organizations, enhance patient care outcomes, and improve the financial stability of organizations (Goedhartn, van Oostveenc, & Vermeulen, 2017).