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The higher-volume hospitals showed lower hospital mortality than the lower-volume hospitals after PD in South Korea, which were clarified through the nationwide database.

Background: Team-based learning (TBL) can be one way of improving professional and practical skills for nurses. This study explored the effectiveness of an electrocardiography training program using TBL for early-stage nurses in intensive care units. Method: This study used a pretest–posttest nonequivalent control group. A total of 65 participants were enrolled in the study (36 in the experimental group and 29 in the control group). Participants in the experimental group were trained with TBL, and participants in the control group had lecture-based learning on electrocardiography education. Results: There was no statistically significant difference between the team-based and lecture-based learning groups after the training in participants' knowledge of electrocardiography and reading ability of bedside (lead II rhythm) electrocardiography monitoring ( p > .05). However, there was a statistically significant difference between the two groups in the reading ability of the 12-lead electrocardiography ( p < .001). Conclusion: TBL was more effective in improving nurses' reading ability of the 12-lead electrocardiography. [ J Contin Educ Nurs . 2020;51(4):174–180.]

Purpose: This study was conducted to develop and evaluate a web-based education program for secondary stroke prevention. Methods: A web-based secondary stroke prevention education program was developed using the system's life cycle methods and evaluated by comparing the effects of education among three groups, a web group, a booklet group and a control group. Results: Knowledge level of both patients and family, as well as some health behavior compliance in the web-bas ed and booklet education groups were significantly higher than those of the control group. Family support in the web-based and booklet education groups was significantly higher than that of the control group after 12 weeks. The urine cotinine level in the web-based education group was significantly lower than that of the control group after 12 weeks. Medication adherence, blood pressure and perceived health status were not statistically different among the three groups at any time. Conclusion: Webbased and booklet education programs were equally effective regarding the level of knowledge of patients and their families, family support, health behavior compliance, and urine cotinine level. These results demonstrate the potential use of a webbased education program for secondary stroke prevention.