The transition of a classroom dysrhythmia course to e-learning

Area of Science:

• Nursing Education
• Healthcare Technology
• Adult Learning

Background:

• 21st-century technological advances and economic shifts impact traditional healthcare education.
• Healthcare organizations increasingly adopt e-learning for adult education and lifelong learning.
• Traditional in-person courses face challenges in scalability and accessibility.

Purpose of the Study:

• To present the role of the clinical nurse specialist in transitioning a nursing dysrhythmia course to an e-learning platform.
• To highlight the impact of staff development and clinical nurse specialists on educational transformation.
• To explore the promotion of educational technology in healthcare settings.

Main Methods:

• Case study of Thomas Jefferson University Hospital's transition from a 2-day classroom dysrhythmia course to an e-learning format.
• Qualitative analysis of the planning and implementation process.
• Examination of the role of nursing staff development and clinical nurse specialists.

Main Results:

• The transformation to an e-learning platform was successfully managed.
• Nursing staff development and clinical nurse specialists were key drivers of the change.
• The new platform facilitated reinforcement of learning and adoption of educational technology.

Conclusions:

• Clinical nurse specialists are pivotal in adapting nursing education to technological advancements.
• E-learning platforms offer a viable and effective alternative for healthcare professional development.
• Successful implementation requires strong leadership from nursing staff development and clinical specialists.