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作者 Atack, Lynda Irene
書名 Web-based continuing education for registered nurses: Clinical application and learners' experiences
國際標準書號 9780612647961
book jacket
說明 280 p
附註 Source: Dissertation Abstracts International, Volume: 62-12, Section: B, page: 5637
Adviser: James Rankin
Thesis (Ph.D.)--University of Calgary (Canada), 2001
Over the past decade, a number of Canadian provinces have implemented health care reform. Changes have affected the roles and functions of Registered Nurses and created a demand for new knowledge and skills. In order to achieve these skills and meet the challenge of overcoming traditional barriers to continuing education, Registered Nurses need to explore innovative educational delivery methods. While numerous comparison studies have been conducted examining the effectiveness of technology in achieving knowledge outcomes, little is known about the learners' experience, particularly when learning is web-based and accessed from work and home. Even less is known about the impact web-based learning has on clinical nursing practice
A descriptive study, using survey and focus group methods, was conducted with 57 Registered Nurses enrolled in a web-based, post-diploma course. The intent of the study was to describe the: (1) Impact of web-based learning on clinical nursing practice, (2) Nurses' experiences of support when taking a course from the workplace and/or home, (3) Impact of certain demographic variables, such as course access site, on nurses' experiences
Findings from the focus groups and survey suggest that the nurses were initially frustrated as they adjusted to the role of online learner. This period was followed by a 'settling in' phase where the nurses reported that online discussions with peers and teachers were integral to their learning and prevented attrition from the course. Access to the course from home was reported as very satisfactory for the majority, while work users encountered a number of serious barriers. Technical problems, erroneous perceptions and inadequate preparation for web learning were largely responsible for the majority of withdrawals
The nurses found that the web-based course met their learning needs and created a desire to pursue further web-based education. Following completion of the course, nurses also reported they changed their nursing practice regarding discharge planning, patient teaching and communication practices
Findings from the study will be of interest to health professionals in practice, education and administration who are considering using web-based courses to facilitate access to basic and continuing education programs, not only for Registered Nurses in particular, but for health professionals in general
School code: 0026
Host Item Dissertation Abstracts International 62-12B
主題 Health Sciences, Nursing
Alt Author University of Calgary (Canada)
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