Measuring the impact of a COVID-19 continuing education program

Abstract

Supplemental Digital Content is Available in the Text.

Knowledge and confidence gains after a COVID-19 vaccine continuing education program developed for nurse practitioners

“…This CE program has highlighted both the demand and the need for COVID-19–related CE among NPs. Knowledge and competence gains from preactivity to postactivity surveys in this activity are reflective of those for past COVID-19 CE delivered by AANP and suggest alignment of the activity content with the assessment questions (Roberts et al, 2022). Baseline correct response rates were relatively consistent across webinars, suggesting that NP knowledge of COVID-19 vaccine administration and recommendations did not improve with increased duration of vaccine availability, although COVID-19 vaccines had been available for nearly 18 months by the time the third webinar was delivered.…”

“…The NP's Role in COVD-19 Vaccination Confidence was a 3-webinar series of 1.75- to 2-contact hour CE activities (including 0.5 hr of pharmacology credit) provided by AANP. The design of the webinar series was based on a prior successful COVID-19 CE series by AANP (Roberts et al, 2022). Each webinar in the program had both live and enduring components.…”

Continuing education for advanced practice nurses: A scoping review

“…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., 2022, 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).…”

“…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), and leadership (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).…”

“…The most common target population was NPs. Five of the interventions were designed for a larger group of healthcare professionals, including physicians, registered nurses and licensed practical nurses (Bednarczyk et al., 2022; Buriak et al., 2015; Choma & McKeever, 2015; Claiborne, 2016; Roberts et al., 2022).…”