RESUMEN
Positive patient outcomes require effective teamwork, communication, and technological literacy. These skills vary among the unprecedented five generations in the nursing workforce, spanning the "Silent Generation" nurses deferring retirement to the newest "iGeneration." Nursing professional development educators must understand generational differences; address communication, information technology, and team-building competencies across generations; and promote integration of learner-centered strategies into professional development activities.
Asunto(s)
Movilidad Laboral , Competencia Clínica , Educación en Enfermería/tendencias , Relaciones Intergeneracionales , Adulto , Comunicación , Características Culturales , Femenino , Humanos , Masculino , Informática Médica , Grupo de Atención al PacienteRESUMEN
Children receiving care in primarily adult areas, such as emergency or procedural departments, may receive care from nonpediatric nurses. A pediatric resource nurse program offered didactic and hands-on education in pediatric assessment and care. Participants significantly improved self-reported knowledge, skill, and comfort level. Course development and initial learner results are described.
Asunto(s)
Curriculum , Educación en Enfermería/métodos , Evaluación en Enfermería , Pediatría/educación , Desarrollo de Personal/métodos , Conocimientos, Actitudes y Práctica en Salud , Humanos , Evaluación de Programas y Proyectos de SaludRESUMEN
BACKGROUND: Health literacy has a direct effect on health outcomes, but the complexity of diabetes education and time constraints on the health care team have made delivery of this education difficult. METHODS: The Florida Initiative in Telemedicine and Education developed an education website (Brainfood) for multiple literacy levels. The site consists of 19 education units, 15 of which provided gradable test scores; a narrated cartoon provides essential information to low reading level learners. Text is presented at both 4th and 10th grade level. Literacy level of the user is not evaluated; rather, users choose their preferred format. The administrative backbone stores user demographics and test scores. Nurses can receive credit hours for completion of Brainfood, 13 tests required. Results were analyzed by a non-paired t test. RESULTS: Five hundred thirteen users have logged in to the site and clicked "I agree" on an informed consent. Of non-nurses, 145 of 389 took pre-tests (range 89-145 depending on module), and 135 took post-tests (range 84-135). For each of the 15 modules, post-test scores improved significantly (P < 0.001 by non-paired t test). Of nurses, 68 of the 124 took pre-tests (range 26-68), and up to 56 (range 24-56) took post-tests. Post-test scores improved significantly (P < 0.05 by non-paired t test) on 13 modules. Post-test scores improved, but were not statistically significant for "Nutrition 101," a module about very basic nutrition. Web-based education about Type 1 diabetes mellitus improved the knowledge level of all users. Nurses had a lower margin of improvement for most modules as they started with a higher base knowledge level. Non-nurses improved significantly on all modules from pre-test to post-test. Post-test scores for the nurses and non-nurses were indistinguishable. CONCLUSION: Brainfood, a web-based diabetes education program, is educationally sound and effective at delivering Type 1 diabetes mellitus education to both professionals and non-professionals. Web access from non-clinic settings can improve access to high-quality education for learners in remote or underserved locations.