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Updated: Jul 7, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

The keys to successful online continuing education programs for nurses.

Nancy M Sweeney¹, Lembi Saarmann, Joan Flagg

¹School of Nursing, San Diego State University, San Diego, California 92182-4158, USA.

Journal of Continuing Education in Nursing

|February 22, 2008

Summary

Registered nurses found online continuing education tutorials challenging due to technical issues, despite varied backgrounds. Live workshops are recommended to improve computer and online learning skills for nurses.

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Last Updated: Jul 7, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Area of Science:

Nursing Informatics
Continuing Education
Digital Health Literacy

Background:

Online continuing education units (CEUs) offer accessible knowledge on computers and nursing informatics.
Registered nurses (RNs) require updated digital skills for modern healthcare.
Assessing the effectiveness of asynchronous online learning for RNs is crucial.

Purpose of the Study:

To evaluate the completion rates and identify barriers for registered nurses participating in free, asynchronous online continuing education tutorials.
To understand how participant characteristics influence engagement with online nursing informatics education.
To inform strategies for improving online education accessibility and effectiveness for nurses.

Main Methods:

Asynchronous online tutorials on computers and nursing informatics were offered to RNs in Southern California.
Enrollment and completion data were collected for 473 participating nurses.
Participant characteristics (age, education, experience, setting, ethnicity) were analyzed in relation to tutorial completion.

Main Results:

52% of enrolled nurses completed the online tutorials.
No significant differences in completion rates were observed across demographic or professional characteristics.
Nurses often overestimated their computer skills and abandoned tutorials due to technical difficulties.

Conclusions:

Registered nurses require foundational training in computer basics and internet navigation before engaging with asynchronous online programs.
Technical support and user-friendly platform design are essential for successful online nursing education.
A multifaceted marketing approach, incorporating live and digital strategies, is needed to promote online nursing informatics resources.