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Updated: Jul 4, 2026

A Standardized Procedure of Dressing Management for Toxic Epidermal Necrolysis

A Standardized Procedure of Dressing Management for Toxic Epidermal Necrolysis

Published on: March 14, 2025

Pressure ulcers: e-learning to improve classification by nurses and nursing students.

Dimitri Beeckman¹, Lisette Schoonhoven, Hilde Boucqué

¹Nursing Science, Department of Public Health, Faculty of Medicine and Health Sciences, Ghent University, Gent, Belgium. dimitri.beeckman@ugent.be

Journal of Clinical Nursing

|July 2, 2008

Summary

This summary is machine-generated.

An e-learning program and traditional lectures improved nurses' and students' ability to classify pressure ulcers. While e-learning was more effective for students, both methods enhanced skills, though repetition is needed.

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Last Updated: Jul 4, 2026

A Standardized Procedure of Dressing Management for Toxic Epidermal Necrolysis

A Standardized Procedure of Dressing Management for Toxic Epidermal Necrolysis

Published on: March 14, 2025

Area of Science:

Medical Education
Dermatology
Nursing Practice

Background:

Accurate classification of pressure ulcers and differentiation from moisture lesions is challenging, leading to suboptimal patient care.
Effective education and training are crucial for disseminating evidence-based practices in wound management.
Current classification systems may lack sufficient detail for precise pressure ulcer severity assessment.

Purpose of the Study:

To identify challenges in pressure ulcer classification.
To evaluate the efficacy of an e-learning program in enhancing classification skills among nurses and nursing students.
To compare e-learning with traditional lectures for improving diagnostic accuracy.

Main Methods:

A repeated-measures design with pretest and three posttests was employed.
Participants (212 nurses, 214 students) were randomized into e-learning or lecture groups.
Both interventions covered identical content over one hour.

Main Results:

Initial classification skills were low across all participants.
Both e-learning and lecture interventions significantly improved classification skills.
Nursing students showed superior results with the e-learning module; qualified nurses showed no significant difference between methods.
Skills declined in posttests but remained above pretest levels.

Conclusions:

Both e-learning and lectures effectively improve knowledge of pressure ulcer and moisture lesion differentiation.
E-learning offers flexibility for self-paced learning and repetition, potentially enhancing long-term skill retention.
Further research is needed to optimize the structure and delivery of such training programs.