Paper
Thursday, 20 July 2006
This presentation is part of : Creating an Evidence-Based Nursing Environment: Strategies & Initiatives
Development and Evaluation of an E-Learning Education Program for Clinical Nurses
Wen-Yin Chang, RN, PhD, Graduate Institute of Nursing, Taipei Medical University, Taipei, Taiwan, Taiwan and Shu-Tai Hsiao, MSN, RN, Nursing, Cathay General Hospital, Taipei, Taiwan.
Learning Objective #1: To learn how the e-learning program was developed for nurses in the clinical setting.
Learning Objective #2: To understand how the leadership can lead to better patient care through implmenting e-learning program for clinical nurses.
With the increase in globalization of World Wide Web and cost consideration, it is increasing demand in applying e-learning method for continuing nursing education. The aims of this study were 1) to develop an e-learning program (ELP) for nurses who were N2 to N3 in the clinical ladder system, and 2) to compare the differences in knowledge scores, technical skill scores, perceptions, and satisfaction with program for nurses between ELP and traditional in-classroom program (TICP).
The methodological procedures used to develop and complete the study were adopted from Grafinger (1998) and included analysis, design, development, implementation, and evaluation (ADDIE). Nurses who agreed to participate were assigned into ELP and TICP by drawing lots. The contents of teaching materials between programs were the same, only the ELP was completed through the hospital web; in contrast, the TICP was completed through the classroom settings.
Totally, 42 nurses participated in this study, 20 for the TICP and 22 for the ELP. The average age and working experience was 30.6 years and 8.1 for TICP, and 30.5 years and 7.6 years for the ELP, respectively. The majority of nurses were Junior college graduated. For the demographic, no significant difference was found between programs. The average scores for the case study was 75.8 point, 87.7 points for nursing and law, 84.1 points for career development, 82.1 points for communication, and 92.1 for teaching and learning. A significant difference was found only in communication and teaching and learning courses between programs (p < .05). All nurses past the technical skill tests. Most nurses (n= 41) were satisfied with the course design, speaker, and the time and place arrangement.
The findings serve as vehicle to popularize the e-learning method in continuing nursing education in Taiwan and to utilize resources efficiently, and to maintain continuity of patient care.           

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