Evaluation of the clinical implementation of a large-scale online e-learning program on venous blood specimen collection guideline practices

Willman, Britta; Grankvist, Kjell; Bölenius, Karin

doi:10.1515/cclm-2018-0051

Cited by 7 publications

(5 citation statements)

References 15 publications

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“…Before students enter the CTC, they need the type of knowledge that can be described as "knowing that"; in other words, the theoretical underpinning and factual knowledge of the relevant practical skill which many nursing students lack (Ravik, 2019). In this study, all students were told to learn factual knowledge before entering the CTC, by reading the literature and the national guidelines (The Handbook of Healthcare, 2021) and by using a web-based educational program including a knowledge exam (Willman et al, 2018). At the CTC, the students were divided into three groups.…”

Section: Procedures and Data Collectionmentioning

confidence: 99%

Students’ Performance in Venous Blood Specimen Collection Practice before Internship: An Observation Study

Lämås¹,

Härgestam²,

Jönsson³

et al. 2022

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Introduction: Newly trained nurses experience a lack of preparedness in practical skills, and research shows that students and newly trained nurses have deficiencies in performing practical skills such as venous blood specimen collection. There is a lack of knowledge regarding the level of accuracy reached by students after training at clinical training centres and before entering clinical practice. The aim of this study was to assess the performance of venous blood specimen collection among nursing students after regular education and training at the clinical training centre but before starting an internship. Methods: Twenty-three nursing students were observed and video-recorded. An observation protocol was developed based on a validated questionnaire measuring adherence to valid guidelines, and a model for practical skills performance. Data were analysed using descriptive statistics. Results: A large variation was found in students' performance with respect to information provided to the patient, patient identification procedures, and tourniquet procedures. The students gave adequate information in 39% of cases, accurately performed patient identification in 83% of cases, and accurately performed the tourniquet procedure in 22% of cases. Conclusions: Many nursing students are not prepared to practice on real patients. It is therefore important for university lecturers to develop more efficient teaching methods and to communicate students' skill levels to the supervisor at the clinic, in order for the clinical training to be adapted to a suitable level. There is a need for further research on how to close the gap between the university and internship in order to ensure patient safety.

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Section: Procedures and Data Collectionmentioning

confidence: 99%

Students’ Performance in Venous Blood Specimen Collection Practice before Internship: An Observation Study

Lämås¹,

Härgestam²,

Jönsson³

et al. 2022

Self Cite

View full text Add to dashboard Cite

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“…However, these articles did not discuss the value of the metrics used in their assessments or exams. For example, participants had to pass an examination to complete the course by achieving 60 percent or more (Carrizosa et al, 2018), while another used a 100 percent pass rate (Willman et al, 2018). Types of assessments varied from multiple-choice questions (e.g., Schulz-Quach et al, 2018;Whitt et al, 2016) to oral assessments (e.g., Elzainy et al, 2020).…”

Section: Performance Measures: Assessment Of Knowledgementioning

confidence: 99%

“…However, the authors identified that the questionnaire had not been previously validated (2018). Studies included those with externally validated questionnaires to measure students' performance (e.g., Kemper, 2017;Willman et al, 2018) and studies which had validated their own questionnaires (e.g., Heuberger et al, 2019;Schulz-Quach et al, 2018). Some questionnaires were specific to their subject content, such as stroke assessment (Gorchs-Molist et al, 2020), drug dispensing (dos Reis et al, 2019), and seizure management (Le Marne et al, 2016) and others measured self-directed learning readiness (Gagnon et al, 2015;Reviriego et al, 2014).…”

Section: Performance Measures: Assessment Of Knowledgementioning

confidence: 99%

The Role of Evaluation Methods in Health-Related E-learning: A Rapid Review

Stemp

Ghosh²,

Khan³

et al. 2022

OLJ

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Training and development programs are increasingly delivered online with numerous studies reporting no differences in learning outcomes between online and traditional learning. However, there are no established standardized methods to evaluate the effectiveness of online learning. This review aims to map the state of research around health-related education to determine what e-learning evaluation methods are being used, the strengths or deficiencies of these methods, and which are appropriate for measuring the effectiveness of online education. Databases searched were PubMed, ProQuest, Education Resources Information Centre, Cumulative Index to Nursing and Allied Health Literature, Scopus, PsychInfo, and Medline. Studies were included if they were published between 2011 and 2021, reported health-related online education and included an evaluation component. Thirty studies were obtained from numerous countries with varied methodologies and designs. Participants ranged from undergraduate students to medical professionals. Evaluation methods included student participation, students’ reaction to the training program, self-efficacy, knowledge assessment, long-term performance, and the Kirkpatrick Evaluation Framework. The review identified that course evaluations, such as measuring student satisfaction scores alone, are insufficient when used to quantify learning effectiveness for online education. This was particularly important as studies are reporting these single metrics as positive effects of training interventions without justification. Suggestions within the reviewed papers were to adopt and implement an appropriate validated method within the course curriculum to evaluate learning outcomes.

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“…However, these articles did not discuss the value of the metrics used in their assessments or exams. For example, participants had to pass an examination to complete the course by achieving 60 percent or more (Carrizosa et The Role of Evaluation Methods in Health-Related E-learning: A Rapid Review Online Learning Journal -Volume 26 Issue 4 -December 2022380 al., 2018, while another used a 100 percent pass rate (Willman et al, 2018). Types of assessments varied from multiple-choice questions (e.g., Schulz-Quach et al, 2018;Whitt et al, 2016) to oral assessments (e.g., Elzainy et al, 2020).…”

Section: Performance Measures: Assessment Of Knowledgementioning

confidence: 99%

Section: Performance Measures: Assessment Of Knowledgementioning

confidence: 99%

OLJ December 2022 26(4)

Rice¹

2022

OLJ

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Evaluation of the clinical implementation of a large-scale online e-learning program on venous blood specimen collection guideline practices

Abstract: Properly designed e-learning programs on VBSC practices supersedes traditional educational programs in usefulness and functionality. Inclusion of questionnaires in the e-learning program is necessary for follow-up of VBSC participant's practices and educational program efficiency.

Cited by 7 publications

References 15 publications

Students’ Performance in Venous Blood Specimen Collection Practice before Internship: An Observation Study

Students’ Performance in Venous Blood Specimen Collection Practice before Internship: An Observation Study

The Role of Evaluation Methods in Health-Related E-learning: A Rapid Review

OLJ December 2022 26(4)

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