A web-based educational module increases burn prevention knowledge over time

Lehna, Carlee; Ramos, Pedro; Myers, Joseph B.; Coffey, Rebecca; Kirk, Elizabeth J.

doi:10.1016/j.burns.2011.04.015

Cited by 8 publications

(7 citation statements)

References 3 publications

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“…Supporting previous findings by Lehna and colleagues, 3 NPs who participated in this study demonstrated BP knowledge gain and retained this information over time. Interestingly, the NPs had lower baseline BP knowledge when compared with the nurses in that study by Lehna and colleagues.…”

Section: Discussionsupporting

confidence: 90%

“…In the previous study by Lehna and colleagues, years in practice and years in current area significantly influenced individuals' BP knowledge scores over time. 3 The current study does not support these findings. In an integrative review of the effectiveness of continuing education programs (CNEs) Grisciti and Jacono 4 suggest that health care providers, professional organizations, and individual nurses need to work together to make CNE programs accessible and sustainable.…”

Section: Discussioncontrasting

confidence: 66%

“…If the results supported that the educational module improved BP knowledge for NPs, this would extend our previous findings that the Web-based educational module increased BP knowledge for RNs. 3 To realize this goal we administered our validated and reliable instrument, which measures BP knowledge, at three time points: 1) before exposure to the educational module (baseline knowledge), 2) immediately after exposure to the educational module (recall knowledge), and 3) 2 weeks after exposure to the educational module (retention of knowledge). 2 A higher score on the instrument indicated better BP knowledge.…”

Section: Methodsmentioning

confidence: 99%

“…Test questions were developed and used previously in research. 2,3 The education module covered the BP areas of scalds, gasoline, elders, abuse, and juvenile fire setters. 2,3…”

Section: Recruitment and Data Collectionmentioning

confidence: 99%

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Increasing Burn Prevention Knowledge

Lehna¹,

Myers²

2014

Journal of Burn Care & Research

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Increasing burn prevention (BP) knowledge in nurse practitioners leads to better care for patients who suffer a burn injury. Web-based and classroom-based approaches to increasing an individual's knowledge, in general and specifically to BP knowledge, is currently an area of interest for researchers. As a result, the purpose of this study was to test and evaluate the influence two methods (classroom and Web-based) has on BP knowledge; and whether a difference existed between teaching modalities. Generalized mixed-effects modeling techniques were used to test for differences in scores across three time points: 1) baseline, 2) immediately after viewing the educational module online (recall), and 3) at least 2 weeks after viewing the educational module (retention); and between the groups. There was no difference in scores between online vs classroom education method (P = .894); therefore, a pooled analysis was performed (n=54). Mean scores on the BP knowledge exam increased over time (P = .003) (regardless of educational method), establishing that the education module significantly increases BP knowledge in nurse practitioners over time. Mean score before receiving the education module was 75.6%; the mean score was 81.9% immediately after the module; and 85.6% 2 weeks after receiving the education module. Either method can be used to educate and train health care providers in BP, which may provide health care providers with useful and cost-effective ways in which to improve BP knowledge and the quality of care for patients who suffer a burn injury.

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Section: Discussionsupporting

confidence: 90%

Section: Discussioncontrasting

confidence: 66%

Section: Methodsmentioning

confidence: 99%

“…Test questions were developed and used previously in research. 2,3 The education module covered the BP areas of scalds, gasoline, elders, abuse, and juvenile fire setters. 2,3…”

Section: Recruitment and Data Collectionmentioning

confidence: 99%

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Increasing Burn Prevention Knowledge

Lehna¹,

Myers²

2014

Journal of Burn Care & Research

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“…Lehna et al [6][7][8] have demonstrated that BP knowledge of RNs improves through participation in an online education module. Previous studies simply describe some of the burn injury epidemiology in this population (eg, hot water scalding and lack of supervision) and also indicate that children with special needs were at a greater risk of burn injury.…”

Section: Previous Burn Prevention Researchmentioning

confidence: 99%

Impact of Children With Special Needs on Differences in Fire-Safety Education Priorities, Preferred Method of Education, and Parent Actions

Lehna

Janes

Rengers

et al. 2014

Journal of Burn Care & Research

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Children with special needs are at a higher risk for the devastating effects caused by a burn injury (eg, pain, appearance, and mobility changes); however, little is known about their burn prevention (BP) needs. The purpose of this project was to determine the BP needs, preferred method of parent education, and the actions of parents and professionals caring for children with and without disabilities. A novel instrument measuring fire-safety education needs, priorities, preferred method of education, and BP actions was administered to a total of 150 parents and professionals caring for children with physical limitations (n = 41), vision impairment (n = 80), and controls (n = 29). Differences in each outcome variable among the groups were tested using χ tests for categorical variables. There was no difference in ranking between parents and professionals or among groups (disability, vision impaired, and control) in preferred BP safety areas (P > .05); however, there was a difference in their preferred method for education (P < .001) among the groups (disability, vision impaired, and control). In addition, there were differences in preferences of methods of education for classroom, DVD, and home inspection between parents and professionals (P < .05). Our results suggest that type of education method preferred may need to be tailored differently by group. These findings are preliminary and further research in this area is indicated. Information from this project will be used to develop and test a community-based intervention within a large metropolitan area in north central Kentucky.

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