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Staff nurses writing for their peers: development of self-learning modules
Patricia Clifford1, Karen Goldschmidt, Theresa O'Connor
1Neonatal Infant Center, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania, USA. Clifford@email.chop.edu
Summary
Self-learning modules (SLMs) offer a flexible educational format for nurses, enhancing their knowledge and skills conveniently. Involving nurses in SLM development improves writing abilities and professional output.
Area of Science:
- Nursing Education
- Professional Development
- Continuing Education
Background:
- Self-learning modules (SLMs) offer a portable and convenient educational format for nurses.
- SLMs can enhance nurses' knowledge, skills, and unit-level educational programs.
- Incorporating bedside nurses in SLM development offers professional growth opportunities.
Purpose of the Study:
- To describe the development and implementation of self-learning modules (SLMs) in nursing.
- To highlight the benefits of involving nurses in the creation of educational materials.
- To detail the processes of author guidelines, content expert review, and peer review.
Main Methods:
- Development of SLMs with input from bedside nurses.
- Utilization of author guidelines for consistent module creation.
- Implementation of content expert and peer review processes.
Main Results:
- SLMs provide a flexible and accessible learning modality for nurses.
- Nurse involvement in SLM development enhances writing skills and professional product creation.
- The process allows for the awarding of contact hours for participation.
Conclusions:
- Self-learning modules are an effective tool for enhancing nursing knowledge and skills.
- Collaborative development of SLMs empowers nurses and improves educational programs.
- Structured review processes ensure the quality and relevance of nursing educational materials.
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