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Related Experiment Video

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Mouse Model of Pressure Ulcers After Spinal Cord Injury

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Published on: March 9, 2019

Nursing Students' Knowledge on Pressure Injuries Following a Blended-Learning Unit: A Quasi-experimental Study.

Paul Bobbink¹, Géraldine Gschwind, Lucie Charbonneau

¹Paul Bobbink, MScN, is Lecturer, Geneva School of Health Sciences, HES-SO University of Applied Sciences and Arts, Geneva, Switzerland, and PhD Candidate at the University Institute of Higher Education and Research in Healthcare, Faculty of Biology and Medicine, University of Lausanne. Also at Geneva School of Health Sciences, HES-SO University of Applied Sciences and Arts, Géraldine Gschwind, MScN, is Assistant; and Lucie Charbonneau, MSc; Carole Guex, BScN, and Laurent Chabal, BScN, ETN, are Assistant Lecturers. Sebastian Probst, DClinPrac, MNS, RN, is Full Professor of Tissue Viability and Wound Care, Geneva School of Health Sciences, HES-SO University of Applied Sciences and Arts; Care Directorate, University Hospital Geneva; Faculty of Medicine Nursing and Health Sciences, Monash University, Melbourne, Australia; and College of Medicine Nursing and Health Sciences, University of Galway, Galway, Ireland. Acknowledgment: The authors thank their colleagues from the University of Applied Sciences and Arts, Geneva School of Health Sciences, and the clinical nurse specialists who were involved in this new scenario for their support. They give special thanks to Celina Marques Teixeira who designed the e-learning unit and Prof Dimitri Beeckman for the permission to translate and use the questionnaire. The work cannot be changed in any way or used commercially without permission from the journal. The authors have disclosed no financial relationships related to this article. Submitted February 6, 2023; accepted in revised form March 16, 2023.

Advances in Skin & Wound Care

|November 20, 2023

Summary

First-year nursing students significantly improved their knowledge of pressure injuries (PIs) after a blended learning program and clinical practice. The study highlights the effectiveness of combined e-learning and workshops for PI education.

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Area of Science:

Nursing Education
Patient Safety
Clinical Skills Development

Background:

Pressure injuries (PIs) are a significant concern in healthcare settings.
Effective student education is crucial for preventing and managing PIs.
Assessing knowledge acquisition in nursing students is vital for curriculum development.

Purpose of the Study:

To evaluate the impact of blended learning and clinical practice on nursing students' knowledge of pressure injury (PI) etiology, classification, prevention, and management.
To assess the effectiveness of the Pressure Ulcer Knowledge Assessment Tool (PUKAT) in measuring PI knowledge changes.

Main Methods:

A quasi-experimental design was employed to assess PI knowledge in first-year bachelor's degree nursing students.
Knowledge was measured using the French version of the PUKAT at three intervals: baseline, post-blended learning, and post-clinical practice.
Blended learning involved 2 hours of e-learning and 3 hours of practical workshops.

Main Results:

Student knowledge scores on PIs increased significantly from baseline (45.8%) to post-blended learning (59.2%) and post-clinical practice (65%).
The PUKAT demonstrated a statistically significant increase in knowledge over the three time points (F2,58 = 19.08; P = .00).
Students exhibited the highest knowledge in risk assessment and the lowest in prevention strategies.

Conclusions:

Blended learning, integrating e-learning and practical workshops, effectively enhances nursing students' understanding of pressure injuries.
The PUKAT is a suitable tool for evaluating knowledge changes related to PI education.
Further research is recommended to explore long-term knowledge retention and the clinical practice impact of PI education.