Examining changes in knowledge and practice in nurse practitioners after an online educational module on obstructive sleep apnea

Pietras, Jessica Julie; Richards, Elizabeth; Ding, Qinglan; Tashjian-Gibbs, Marcella

doi:10.1016/j.apnr.2023.151685

Cited by 3 publications

(4 citation statements)

References 21 publications

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“…In addition, evaluation questions were used in the studies conducted by Anderson (2014), Bednarczyk et al (2022), Johnson (2014), and Klein and Bindler (2022. Improved knowledge about continuing education topics was evident in participants of all intervention studies (Anderson, 2014;Bednarczyk et al, 2022;Boesl & Saarinen, 2016;Buriak et al, 2015;Carron et al, 2018;Choma & McKeever, 2015;Claiborne, 2016;Hessler, 2015;Hoffmann et al, 2018;Johnson, 2014;Klein & Bindler, 2022;Pietras et al, 2023;Roberts et al, 2022;Roberts et al, 2023). While some continuing education interventions were found to be high quality and usable (e.g.…”

Section: Continuing Education Interventions For Apn Rolesmentioning

confidence: 96%

“…One study was conducted in Australia (Buckley et al, 2015), and one in Canada (Baxter et al, 2013). 15 of the studies (71%) addressed the impact of different continuing education interventions (Anderson, 2014;Bednarczyk et al, 2022;Boesl & Saarinen, 2016;Buriak et al, 2015;Carron et al, 2018;Choma & McKeever, 2015;Claiborne, 2016;Hessler, 2015;Hoffmann et al, 2018;Johnson, 2014;Klein & Bindler, 2022;Nuttall, 2016;Pietras et al, 2023;Roberts et al, 2022Roberts et al, , 2023. Five of the studies used a cross-sectional survey design and addressed, for example, different needs and barriers to continuing education and preferred course delivery methods (Azotam, 2017;Barnes et al, 2017;Baxter et al, 2013;Buckley et al, 2015;O'Brien Pott et al, 2021).…”

Section: General Description Of the Studiesmentioning

confidence: 99%

“…The topics of these interventions were varied and are presented in Table 5. The interventions addressed health assessment methods (Anderson, 2014;Choma & McKeever, 2015;Claiborne, 2016;Pietras et al, 2023), patient care and prevention of illness (Boesl & Saarinen, 2016;Buriak et al, 2015;Carron et al, 2018;Hessler, 2015;Hoffmann et al, 2018;Klein & Bindler, 2022;Nuttall, 2016;Roberts et al, 2022;Roberts et al, 2023), prescribing medication (Bednarczyk et al, 2022), andleadership (Johnson, 2014). Furthermore, a scoping review on educational interventions aimed at improving nurses' competency in genetics and genomics found four interventions addressing APN roles: a mobile support app, a 3-h workshop, a targeted educational module and a three-phase multimodal intervention (Zureigat et al, 2022).…”

Section: Continuing Education Interventions For Apn Rolesmentioning

confidence: 99%

“…These included sample-related issues, such as small sample size (Azotam, 2017;Barnes et al, 2017;Baxter et al, 2013;Carron et al, 2018;Choma & McKeever, 2015;Claiborne, 2016;Johnson, 2014;O'Brien Pott et al, 2021;Pietras et al, 2023;Zureigat et al, 2022), selection bias (Baxter et al, 2013;Claiborne, 2016;Hessler, 2015;Klein & Bindler, 2022;Roberts et al, 2022;Roberts et al, 2023), lack of randomization (Azotam, 2017;Claiborne, 2016;Klein & Bindler, 2022;Pietras et al, 2023;Roberts et al, 2022;Roberts et al, 2023), demographic representation (Anderson, 2014;Johnson, 2014;Klein & Bindler, 2022) and other sample-related limitations (Anderson, 2014;Carron et al, 2018;Claiborne, 2016;Johnson, 2014;Roberts et al, 2022).…”

Section: Limitations Reported In the Included Studiesmentioning

confidence: 99%

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Continuing education for advanced practice nurses: A scoping review

Wright,

Kvist,

Imeläinen

et al. 2023

Journal of Advanced Nursing

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AimThe aim of the study was to identify the nature and extent of scientific research addressing continuing education for advanced practice nurses.DesignA scoping review.Review MethodsThe Joanna Briggs Institute's methodology for scoping reviews.Data SourcesElectronic search was conducted on 17 September 2023 via CINAHL, PsycINFO, PubMed, Scopus, Web of Science, Cochrane Library and the Joanna Briggs Institute's Evidence‐Based Practice Database for research articles published between 2012 and 2023.ResultsNineteen papers were included in this review. Scientific research on continuing education for advanced practice nursing roles (i.e. nurse practitioner, clinical nurse specialist) has primarily been conducted in the United States and mostly addresses online‐delivered continuing education interventions for clinical care competency. Most of the interventions targeted nurse practitioners.ConclusionContinuing education has a pivotal role in supporting advanced practice nursing competency development. In addition to clinical care, future continuing education research should focus on other advanced practice nursing competencies, such as education, leadership, supporting organizational strategies, research and evidence implementation.Implications for the Profession and/or Patient CareContinuing education programmes for advanced practice nurses should be rigorously developed, implemented and evaluated to support the quality and effectiveness of patient care.ImpactContinuing education for advanced practice nursing roles is an understudied phenomenon. This review highlights future research priorities and may inform the development of continuing education programmes.Reporting MethodPRISMA‐ScR.

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Section: Continuing Education Interventions For Apn Rolesmentioning

confidence: 96%

Section: General Description Of the Studiesmentioning

confidence: 99%

Section: Continuing Education Interventions For Apn Rolesmentioning

confidence: 99%

Section: Limitations Reported In the Included Studiesmentioning

confidence: 99%

See 2 more Smart Citations

Continuing education for advanced practice nurses: A scoping review

Wright,

Kvist,

Imeläinen

et al. 2023

Journal of Advanced Nursing

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Improving obstructive sleep apnea competency of primary care clinicians through online education

Hiebert

2024

J Am Assoc Nurse Pract

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Background: Obstructive sleep apnea (OSA) is an often overlooked, widespread disease and a public health concern. Evidence-based practice guidelines do not exist to guide primary care clinicians' OSA screening practices. Clinicians must be competent in OSA; however, clinicians lack competency about this disease. Local problem: Elevated rates of undiagnosed OSA potentially exist in two rural and one suburban counties in Kansas, as indicated by the increased weight and elevated chronic disease prevalence in these counties' populations. Methods: A one-cohort, pretest–posttest, quasi-experimental design was used for this quality-improvement project implemented over 11 weeks. Clinicians' competencies on OSA were measured before and after the intervention using the Obstructive Sleep Apnea Knowledge and Attitude Survey. Intervention: A brief educational video on OSA was developed for this project. Definition, risk factors and complications, screening methods, definitive diagnosis, and treatment options were covered in this video. Results: Participants (N = 14) showed improved OSA competency after watching the educational video. Participants improved OSA competency after watching the interventional video (M = 16.3, SE = 0.194) versus preintervention (M = 14.2, SE = 0.318). Participants also improved OSA attitude scores postintervention. Conclusion: Primary care clinician OSA competency scores improved after engaging in a brief educational video intervention when measured using the OSA knowledge and attitude survey. Practicing clinicians can benefit from participating in education about the disease.

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Nurses' knowledge, attitudes and practices regarding the application of the injury severity score in emergency departments: A cross‐sectional multicentre study

Wu,

Ma,

Hao

et al. 2024

Journal of Clinical Nursing

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Aims and ObjectivesTo investigate knowledge, attitudes, and practices regarding the application of the Injury Severity Score (ISS) among emergency department nurses in China and the factors influencing these variables.BackgroundISS is the first trauma scoring method to be developed and the most widely used in clinical practice. The correct application of the ISS by emergency department nurses plays an important role in assisting in the diagnosis and treatment of trauma patients, and it is crucial to understand nurses' knowledge, attitudes and practices.DesignA cross‐sectional multicentre study.MethodsNurses from the emergency departments of 25 grade II and grade III hospitals in Gansu Province, China participated in this study. Data was collected online using a self‐administered questionnaire. Student's t‐test or analysis of variance was performed to compare the differences between the groups. Multiple logistic regression analysis identified factors influencing nurses' knowledge, attitudes and practices regarding applying ISS. A STROBE checklist was used to report findings.ResultsAmong 459 nurses, a good level of attitude and passing levels of knowledge and practice regarding applying the ISS were revealed. Nurses in higher hospital grades, who had been exposed to ISS and received training had higher levels of knowledge and practices. Previous exposure to the ISS and training related to it were factors that influenced nurses' attitudes.ConclusionsChinese emergency department nurses' knowledge, attitudes and practices of applying the ISS still need to be improved. Hospitals and nursing managers should provide training opportunities for nurses about ISS knowledge and practices, while grade II hospitals should pay more attention to training and continuing education in this area.Relevance to Clinical PracticeIn hospitals, nursing managers may benefit from enhancing related education and training to promote the emergency department nurses' knowledge and practice of the ISS, by developing specific curricula and providing continuing education and training opportunities, while grade II hospitals should pay more attention to training and continuing education in this area.No patient or Public ContributionsThis study focused on emergency department nurses' knowledge, attitudes, and practices regarding the application of the ISS. The research questions and design were derived from clinical nursing practice, literature review, and expert panel review, and patients or the public are temporarily not involved.

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Examining changes in knowledge and practice in nurse practitioners after an online educational module on obstructive sleep apnea

Cited by 3 publications

References 21 publications

Continuing education for advanced practice nurses: A scoping review

Continuing education for advanced practice nurses: A scoping review

Improving obstructive sleep apnea competency of primary care clinicians through online education

Nurses' knowledge, attitudes and practices regarding the application of the injury severity score in emergency departments: A cross‐sectional multicentre study

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