Deep versus surface learning with multimedia in nursing education development and evaluation of WoundCare

Examination of the software design-learning relationship is mandatory if significant benefits are to be derived from the development and use of Interactive multimedia in nursing education. This article reports on the development and student evaluation of WoundCare: An Interactive Learning Program for Health Professionals (version 1.0a). Of particular interest to those involved in nursing education is the extent to which the learning activities incorporated in WoundCare promote "deep" rather than "surface" learning. Specific design features believed to facilitate and inhibit deep learning are identified. Modifications that could increase the learning effectiveness of WoundCare and other interactive multimedia programs are proposed.