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Development and evaluation of a critical care e-learning scenario.
Michael Tait1, Desiree Tait, Frances Thornton
1School of Health Science, Swansea University, Singleton Park, Swansea SA2 8PP, Wales, UK. m.i.tait@swan.ac.uk
Nurse Education Today
|July 8, 2008
Summary
Student nurses highly value a new critical care e-learning scenario, finding it easy to use, realistic, and confidence-building. This digital tool effectively supplements limited clinical placements for critical care skills development.
Area of Science:
- Nursing Education
- Medical Simulation
- E-learning
Background:
- Limited clinical placement opportunities in the UK hinder student nurses' critical care skills development.
- There is a need for innovative learning materials to recognize clinical deterioration and manage critically-ill patients.
Purpose of the Study:
- To describe the development and evaluation of a critical care e-learning scenario for student nurses.
- To assess student nurses' attitudes towards the realism, interactivity, and usefulness of the e-learning scenario.
Main Methods:
- A critical care e-learning scenario was designed by a team of clinical lecturers and e-learning specialists.
- 144 student nurses evaluated the scenario using a web-based questionnaire.
- Attitudinal data were analyzed using SPSS, with demographic data also collected.
Main Results:
- Student nurses reported a strongly positive attitude towards the e-learning scenario.
- High median scores were achieved for ease-of-use, interactivity, realism, and confidence (max 25).
- Demographic data did not significantly influence student attitudes towards the scenario.
Conclusions:
- The critical care e-learning scenario is a valuable tool for acquiring knowledge when clinical placements are scarce.
- The scenario effectively extends student nurses' knowledge and awareness of critical care situations encountered in practice.
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