Interactive workshops as a learning and teaching method for primary healthcare nurses

Abstract

Background: Traditionally, learning by and teaching for primary healthcare (PHC) nurses use didactic, teacher-centred approaches. Hence, the feasibility of interactive workshops in non-threatening PHC environments to refresh nurses’ knowledge on patient care needs exploring.Aim: To describe interactive workshops as a learning and teaching method for PHC nurses.Setting: Primary healthcare clinics.Methods: Systematic literature search followed by an exploratory experimental pre or post-test control group design. Random clinic sampling (n = 26) led to clinic inclusion at the control (n = 5) and experimental (n = 5) sites. Nurses (n = 42) were conveniently selected for the control (n = 21) and experimental (n = 21) groups. Experimental participants (n = 21) attended interactive workshops (n = 5) where various strategies were applied, whilst addressing key diabetes messages. Both groups completed a questionnaire aligned to diabetes messages pre- and post-workshop. Additionally, a Likert scale questionnaire was posed to the experimental group post-workshop. Data was analysed statistically and presented as descriptive statistics, frequencies and percentages.Results: Articles reviewed (n = 20) identified types of interactive activities, role players, learning content covered, feasibility and duration of the interactive workshops. Pre or post-testing results of the workshops participants indicate improved knowledge related to peripheral sensation (0.03) and ( 0.01). Results from the questionnaire revealed participants’ satisfaction with the interactive workshops.Conclusion: Interactive workshops as a learning and teaching method could lead to change in knowledge, and participant satisfaction. However, using a combination of interactive workshops and other teaching modalities may enhance learning and teaching further.Contribution: Interactive workshops are a feasible instructional method during refresher courses for healthcare providers.

Knowledge of the health personnel involved in the fluoride varnish therapy programs of primary schools in Tehran, Iran

“…This observation aligns with the findings of previous studies involving non-health professionals, where it was found that training workshops enhanced the oral health knowledge of school teachers [25,26]. Although interactive workshops could improve knowledge and participant satisfaction, combining interactive workshops with other teaching methods may be more successful [27]. Based on our findings, among the various educational methods and materials, CDs were reported to be the least utilized.…”

The impact of education/training on nurses caring for patients with stroke: a scoping review

“…While scenariobased simulations can be used when time and personnel constraints are not a concern [51,52], the combination of simulation training and virtual simulations can improve the time and cost-effectiveness of education/training. However, the adoption of virtual simulation education/ training platforms requires careful consideration of technological and platform-related issues [44,[53][54][55]. On the other hand, the discussion method focuses on developing trainees' problem-solving skills and analytical judgment, but it demands a high level of trainer experience and skill [54].…”

“…However, the adoption of virtual simulation education/ training platforms requires careful consideration of technological and platform-related issues [44,[53][54][55]. On the other hand, the discussion method focuses on developing trainees' problem-solving skills and analytical judgment, but it demands a high level of trainer experience and skill [54]. In the context of stroke education and training, a comprehensive approach, combining classroom lectures, simulation training, and discussion methods, is recommended to ensure a better translation of theoretical knowledge of stroke management into clinical practice in future education and training programs.…”