A Methodological Quality Synthesis of Systematic Reviews on Computer‐Mediated Continuing Education for Healthcare Providers

Militello, Lisa; Gance‐Cleveland, Bonnie; Aldrich, Heather; Kamal, Rabah

doi:10.1111/wvn.12041

Cited by 21 publications

(15 citation statements)

References 21 publications

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“…To check the level of agreement among the experts, a balanced Likert scale was inserted (1)(2)(3)(4) under each question of the instrument ranging from "I Strongly Agree" to "I Strongly Disagree," and it also had a space for detailing suggestions. Content validation was performed by six acknowledged nursing professionals in Oncology who employees of the institution involved in the study.…”

Section: Methodsmentioning

confidence: 99%

“…The training and improvement of health professional programs are called Continuing Education (CE) which aim to meet the needs of development in order to ensure quality care, and are considered an important component of maintenance in the area of oncology nursing [2]. The CE should be planned to reflect the daily practice of professionals, combining and incorporating the learning and teaching into the working day [3].…”

Section: Introductionmentioning

confidence: 99%

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Virtual Learning Environment in Continuing Education for Nursing in Oncology: an Experimental Study

Matsubara

Domenico

2015

J Canc Educ

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Nurses working in oncology require continuing education and nowadays distance education is a possibility. To compare learning outcomes of the professionals participating in classroom learning versus distance learning; describing the sociodemographic characteristics and digital fluency of participants; comparing learning outcomes with independent variables; assessing the adequacy of educational practices in Virtual Environment Moodle Learning through the constructivist online learning environment survey. An experimental, randomized controlled study; conducted at the A C Camargo Cancer Center, located in São Paulo, SP, Brazil. The study included 97 nurses, with average training of 1 to 2 years. A control group (n = 44) had face to face training and the experiment group (n = 53) had training by distance learning, both with identical program content. The dependent variable was the result of learning, measured by applying a pre-assessment questionnaire and post-intervention for both groups. The sociodemographic and digital fluency data were uniform among the groups. The performance of both groups was statistically significant (p 0.005), and the control group had a greater advantage (40.4 %). Distance education has proven to be an effective alternative for training nurses, especially when they have more complex knowledge, more experience in the area and institutional time. Distance Education may be a possibility for the training of nurses for work in oncology. The association of age, training time and the institution, and the experience in Oncology interfered in the performance of both groups.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Virtual Learning Environment in Continuing Education for Nursing in Oncology: an Experimental Study

Matsubara

Domenico

2015

J Canc Educ

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“…, Militello et al . ). However, the number of studies about the effectiveness of e‐learning in continuing education, especially in wound care, seems to be limited.…”

Section: Introductionmentioning

confidence: 97%

“…More research has been conducted on e-learning in basic and continuing nursing education during the last few years (Liang et al 2011, Lahti et al 2014, Militello et al 2014). However, the number of studies about the effectiveness of e-learning in continuing education, especially in wound care, seems to be limited.…”

Section: Introductionmentioning

confidence: 99%

Internet‐based learning programme to increase nurses’ knowledge level about venous leg ulcer care in home health care

Ylönen

Viljamaa

Isoaho

et al. 2017

Journal of Clinical Nursing

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Internet-based education about venous leg ulcer nursing care is recommended for home healthcare nurses. Education programme about venous leg ulcer nursing care provides flexible method for nurses' learning with feasible and cost-effective access to evidence-based education. Education programme about venous leg ulcer nursing care material can be used in all nursing environments where Internet is available.

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“…[3][4][5] Furthermore, webbased QI learning programs are increasingly common, 6 although evidence of impact of virtual or remote learning activities on patient outcomes is particularly weak. [7][8][9] Another approach to improving practitioner adherence to evidence-based guidelines is via financial incentives. Accountable care organizations with provider reimbursement partially determined by quality measurements are currently operating in all 50 states, with 23.5 million covered lives.…”

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confidence: 99%

Strategies for Improving Vaccine Delivery: A Cluster-Randomized Trial

Zook²,

Gingold

et al. 2016

Pediatrics

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OBJECTIVE: New emphasis on and requirements for demonstrating health care quality have increased the need for evidence-based methods to disseminate practice guidelines. With regard to impact on pediatric immunization coverage, we aimed to compare a financial incentive program (pay-for-performance [P4P]) and a virtual quality improvement technical support (QITS) learning collaborative. METHODS:This single-blinded (to outcomes assessor), cluster-randomized trial was conducted among unaffiliated pediatric practices across the United States from June 2013 to June 2014. Practices received either the P4P or QITS intervention. All practices received a Vaccinator Toolkit. P4P practices participated in a tiered financial incentives program for immunization coverage improvement. QITS practices participated in a virtual learning collaborative. Primary outcome was percentage of all needed vaccines received (PANVR). We also assessed immunization up-to-date (UTD) status.RESULTS: Data were analyzed from 3, 147 patient records from 32 practices. Practices in the study arms reported similar QI activities (∼6 to 7 activities). We found no difference in PANVR between P4P and QITS (mean ± SE, 90.7% ± 1.1% vs 86.1% ± 1.3%, P = 0.46). Likewise, there was no difference in odds of being UTD between study arms (adjusted odds ratio 1.02, 95% confidence interval 0.68 to 1.52, P = .93). In within-group analysis, patients in both arms experienced nonsignificant increases in PANVR. Similarly, the change in adjusted odds of UTD over time was modest and nonsignificant for P4P but reached significance in the QITS arm (adjusted odds ratio 1.28, 95% confidence interval 1.02 to 1.60, P = .03).CONCLUSIONS: Participation in either a financial incentives program or a virtual learning collaborative led to self-reported improvements in immunization practices but minimal change in objectively measured immunization coverage.

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A Methodological Quality Synthesis of Systematic Reviews on Computer‐Mediated Continuing Education for Healthcare Providers

Abstract: While results of this review show promise for CMCE, further evaluation and more rigorously conducted research is necessary. Particular focus is needed to determine the effects of CMCE on health outcomes.

Cited by 21 publications

References 21 publications

Virtual Learning Environment in Continuing Education for Nursing in Oncology: an Experimental Study

Virtual Learning Environment in Continuing Education for Nursing in Oncology: an Experimental Study

Internet‐based learning programme to increase nurses’ knowledge level about venous leg ulcer care in home health care

Strategies for Improving Vaccine Delivery: A Cluster-Randomized Trial

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