Learning Objective 1: know the application and evaluation of an e-learning on pressure ulcer education program
Learning Objective 2: understand the participants' change and satisfaction after an e-learning education program on pressure ulcer
A quasi-experimental study was conducted from July 2008 to June 2009. There were 271 new nursing staff are recruited. The intervention group (n=152) received e-learning PSC education by self learning and the control group (n=120) received regular PSC education from researchers. Data was collected before and after the intervention to examine the education program effects. The effects of education were evaluated by PSC Knowledge Scale (PSCKS) and PSC E-learning Satisfaction Scale (PSCESS). The validity and reliability of the questionnaires were tested. The data show participants’ demographic data, knowledge level and satisfaction condition by percentage, mean, standard deviation. Meanwhile the effects of education and compare group were tested by paired-t, Chi-Square, and one-sample t. The results indicated no matter which group there were significantly increased participants’ PSC knowledge (control group: t=21.68, p< .001; experimental group: t=16.98, p< .001). It showed the pressure sore-classroom and Web-based teaching to be effective in promoting the new colleagues who cared for cognitive pressure ulcers. Compare the 2 groups pre-test baseline there was no significant difference (t = 0.58, p >. 05). The results of control group post-test was higher than the experimental group (t = 2.37, p < .05). However, the comparison difference between pre-test and post-test there was no significant difference (t = 1.76, p > .05). The satisfaction of e-learning PSC education was 98.1 percent. The result of this study suggests that e-learning education will apply to other topic of the nursing staff in-service education curriculum.
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