The effects of neurologic assessment E-learning in nurses

Abstract

Background: A firm understanding of the preliminary assessment of a patient with neurological disorders is needed for ensuring optimal patient outcomes. Objectives: The purpose of this study is to evaluate the effects of using e-learning on neurologic assessment knowledge, ability, and self-confidence among nurses. Design: This study used a non-equivalent control group pretest-posttest design. Settings: Nurses working in the neurology and neurosurgery wards, Republic of Korea Participants: A convenience sample of 50 nurses was assigned to either the experimental group (n = 24) or the control group (n = 26). Methods: The experimental group participated in the self-directed e-learning program related to neurologic assessment, and control group underwent self-directed learning with handout. Knowledge, ability, and self-confidence were measured at pretest and posttest. Results: There were no significant differences in knowledge (U = 270, p = 0.399) and self-confidence (U = 241.5, p = 0.171) between the two groups. Nurses in the experimental group showed higher neurologic assessment ability compared with those in the control group (U = 199, p = 0.028). Conclusions: Self-directed neurologic assessment e-learning induced improvement in the neurologic assessment ability among nurses. Self-directed e-learning can be applied for improving competencies in neurologic assessment.