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Related Experiment Videos

Attempting to set up a randomised controlled trial.

L Ellis1, S Davies, S Laker

  • 1University of Sheffield School of Nursing and Midwifery.

Nursing Standard (Royal College of Nursing (Great Britain) : 1987)
|April 25, 2002
PubMed
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Setting up a randomized control trial (RCT) for continuing professional education in nursing practice proved challenging. Logistical hurdles and constraints on staff availability made recruitment difficult, highlighting the complexities of RCTs in healthcare settings.

Area of Science:

  • Nursing Education Research
  • Healthcare Professional Development
  • Research Methodology in Health Sciences

Background:

  • Continuing professional education (CPE) is crucial for maintaining and enhancing nursing practice.
  • Evaluating the impact of CPE on nursing practice is essential for quality healthcare.
  • Randomized control trials (RCTs) are considered the gold standard for evaluating interventions.

Purpose of the Study:

  • To describe an attempt to establish a randomized control trial (RCT) for evaluating CPE programs in nursing.
  • To identify the logistical and methodological challenges encountered during the RCT setup.
  • To propose an alternative quasi-experimental approach for future research.

Main Methods:

  • An attempt was made to design and implement a randomized control trial (RCT).

Related Experiment Videos

  • Logistical and methodological challenges of conducting an RCT in this setting were documented.
  • A quasi-experimental design was outlined as a potential alternative.

    • Main Results:

    • Recruitment of participants for the RCT was unsuccessful.
    • Significant constraints on managers, including maintaining staff morale and service provision during staff absence, hindered sample acquisition.
    • The practicalities of releasing staff for educational programs posed substantial barriers.

    Conclusions:

    • The use of RCTs in evaluating the effects of continuing professional education on nursing practice is limited.
    • Many studies focus on educational processes rather than measurable outcomes.
    • Methodological challenges, particularly in social and clinical settings, may explain the infrequent use of RCTs.