Diabetic foot care course: a quasi-experimental study on E-learning versus interactive workshop
Tóm tắt
Nurses, as multidisciplinary Diabetic Foot Care (DFC) team members, need to be trained in DF prevention and management. Regarding the increasing use of e-learning educational courses as the new learning strategy with potential benefits among health care providers, this study attempted to evaluate the educational effects of an e-learning course on DFC compared to that of an interactive workshop in the related knowledge attainment. This was a quasi-experimental study compared two non-randomized groups consisting of nurses who attended an e-learning course (intervention group) and a face-to-face interactive workshop (control group) on DFC using a pre- and post-test design. The eligible nurses enrolled by convenience sampling. All five e-modules on DF prevention and care were the same for both groups. A P value of <0.05 was considered as significant. The study findings indicated that both e-learning course and interactive workshop increased DFC knowledge among nurses. There is a significant difference between the learning level (after training) in the intervention and control groups (P < 0.01). The findings suggest that the e-learning course of DF could be as effective as conventional educational methods. However, considering the time, cost savings and providing an opportunity to learn anytime and anywhere, of the e-learning course, it is recommend for the future and required that more health care providers be trained to use of distance learning.
Tài liệu tham khảo
Saeedi P, Petersohn I, Salpea P, Malanda B, Karuranga S, Unwin N, et al. Global and regional diabetes prevalence estimates for 2019 and projections for 2030 and 2045: Results from the International Diabetes Federation Diabetes Atlas, 9th edition. Diabetes Res Clin Pract. 2019;157:107843.
Apelqvist, J. (2018) The diabetic foot syndrome today: a pandemic uprise, in The Diabetic Foot Syndrome, Karger Publishers. p. 1–18.
Boulton AJ, Vileikyte L, Ragnarson-Tennvall G, Apelqvist J. The global burden of diabetic foot disease. Lancet. 2005;366(9498):1719–24.
De Berardis G, et al. Physician attitudes toward foot care education and foot examination and their correlation with patient practice. Diabetes Care. 2004;27(1):286–7.
Bakker K, Apelqvist J, Schaper NC, on behalf of the International Working Group on the Diabetic Foot Editorial Board. Practical guidelines on the management and prevention of the diabetic foot 2011. Diabetes Metab Res Rev. 2012;28:225–31.
Pataky Z, Golay A, Rieker A, Grandjean R, Schiesari L, Vuagnat H. A first evaluation of an educational program for health care providers in a long-term care facility to prevent foot complications. Int J Low Extrem Wounds. 2007;6(2):69–75.
Al-Wahbi AM. Impact of a diabetic foot care education program on lower limb amputation rate. Vasc Health Risk Manag. 2010;6:923–34.
Lavery LA, Wunderlich RP, Tredwell JL. Disease management for the diabetic foot: effectiveness of a diabetic foot prevention program to reduce amputations and hospitalizations. Diabetes Res Clin Pract. 2005;70(1):31–7.
Reeves S, Fletcher S, McLoughlin C, Yim A, Patel KD. Interprofessional online learning for primary healthcare: findings from a scoping review. BMJ Open. 2017;7(8):e016872.
Pachler N and C Daly (2011) Key issues in e-learning: Research and practice. A&C Black.
Tudor Car L, Soong A, Kyaw BM, Chua KL, Low-Beer N, Majeed A. Health professions digital education on clinical practice guidelines: a systematic review by digital health education collaboration. BMC Med. 2019;17(1):139.
Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM. Instructional design variations in internet-based learning for health professions education: a systematic review and meta-analysis. Acad Med. 2010;85(5):909–22.
Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM. Internet-based learning in the health professions: a meta-analysis. Jama. 2008;300(10):1181–96.
Sanjari, M., et al. (2019) Conceptual map of diabetes education: necessity of establishing iran diabetes academy. Journal of Diabetes & Metabolic Disorders: p. 1–3.
Aalaa M, et al. Diabetic foot workshop: improving technical and educational skills for nurses. Med J Islam Repub Iran. 2017;31:8.
Cook DA, Beckman TJ. Current concepts in validity and reliability for psychometric instruments: Theory and application. The American Journal of Medicine. 2006;119(2):166.e7–166.e16.
Yaghmaie, F., Factors affecting the use of computerised information systems in community health. 1997.
Bland JM, Altman DG. Statistics notes: Cronbach's alpha. Bmj. 1997;314(7080):572.
Uding J, Jackson E, Hart AL. Efficacy of a teaching intervention on nurses’ knowledge regarding diabetes. J Nurses Prof Dev. 2002;18(6):297–303.
Wright MAH (2008) Staff nurses' level of diabetes and diabetes management knowledge after a diabetes lecture-based and computer-based educational intervention., University of Alabama at Birmingham.
Moattari M, Moosavinasab E, Dabbaghmanesh MH, ZarifSanaiey N. Validating a web-based diabetes education program in continuing nursing education: knowledge and competency change and user perceptions on usability and quality. Journal of Diabetes & Metabolic Disorders. 2014;13(1):70.
Rick C, Kearns MA, Thompson NA. The reality of virtual learning for nurses in the largest integrated health care system in the nation. Nurs Adm Q. 2003;27(1):41–57.
Huang Z, Semwal M, Lee SY, Tee M, Ong W, Tan WS, et al. Digital health professions education on diabetes management: systematic review by the digital health education collaboration. J Med Internet Res. 2019;21(2):e12997.
Masys DR. Effects of current and future information technologies on the health care workforce. Health Aff. 2002;21(5):33–41.
Kulier R, Coppus SFPJ, Zamora J, Hadley J, Malick S, Das K, et al. The effectiveness of a clinically integrated e-learning course in evidence-based medicine: a cluster randomised controlled trial. BMC medical education. 2009;9(1):21.
Benson EP. Online learning: a means to enhance professional development. Crit Care Nurse. 2004;24(1):60–3.