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Re-thinking pain educational strategies: Pain a new model using e-learning and PBL
Donna Keyte1, Cliff Richardson
1University of Manchester, School of Nursing, Midwifery and Social Work, Jean MacFarlane Building, University Place, Oxford Road, Manchester, M13 9PL, UK. Donna.j.keyte@manchester.ac.uk
Nurse Education Today
|June 23, 2010
Summary
Many patients still suffer from unnecessary pain despite organizational changes. A new blended learning approach in pain management education aims to improve knowledge transfer into clinical practice by addressing learning barriers.
Area of Science:
- Nursing Education
- Pain Management
- Clinical Practice
Background:
- Despite organizational reforms and acute pain teams, patient pain management remains suboptimal.
- Traditional educational methods have limited impact on clinical practice regarding pain management.
- A gap exists in transferring theoretical pain management knowledge to practical application for healthcare professionals.
Purpose of the Study:
- To explore reasons for the ineffectiveness of traditional pain management education.
- To introduce and evaluate a novel, flexible pain management module.
- To enhance the transfer of pain management knowledge and skills into clinical practice.
Main Methods:
- Implementation of a blended learning module (face-to-face and e-learning).
- Adoption of a problem-based learning philosophy.
- Focus on challenging student attitudes and integrating theoretical concepts with clinical practice.
Main Results:
- The new module aims to increase pain management knowledge.
- The approach seeks to overcome barriers to knowledge transfer into practice.
- Emphasis on critical reflection and application of learning in clinical settings.
Conclusions:
- A blended, problem-based learning approach is proposed to improve pain management education.
- Addressing attitudinal barriers and clinical re-contextualization is crucial for effective knowledge transfer.
- This educational strategy has the potential to reduce unnecessary patient pain.
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