PURPOSE/ OBJECTIVES: To determine the effectiveness of a computer-based learning module specific to arterial blood gas (ABG) interpretation. DESIGN: A pretest and posttest design was used to assess staff nurses' ability to interpret ABGs before and after engaging in a computer-based module. SETTING: Two community hospitals in northern Illinois. SAMPLE: Fifty-eight staff nurses completed the online learning module and the pretest and posttest measures. METHODS: Subjects consented to participate and completed a pretest measure of their knowledge of ABG interpretation. Subjects participated in a computer-based learning module on ABG interpretation and then completed a posttest. FINDINGS: Staff nurses' knowledge increased significantly after viewing the computer-based learning module (t = 6.3; P < .001). This improvement was irrespective of experience or department. CONCLUSIONS AND IMPLICATIONS: Computer-based, online learning has emerged as a means of providing continuing education to nurses. Such a teaching strategy helps to overcome barriers pertinent to traditional classroom settings.
PURPOSE/ OBJECTIVES: To determine the effectiveness of a computer-based learning module specific to arterial blood gas (ABG) interpretation. DESIGN: A pretest and posttest design was used to assess staff nurses' ability to interpret ABGs before and after engaging in a computer-based module. SETTING: Two community hospitals in northern Illinois. SAMPLE: Fifty-eight staff nurses completed the online learning module and the pretest and posttest measures. METHODS: Subjects consented to participate and completed a pretest measure of their knowledge of ABG interpretation. Subjects participated in a computer-based learning module on ABG interpretation and then completed a posttest. FINDINGS: Staff nurses' knowledge increased significantly after viewing the computer-based learning module (t = 6.3; P < .001). This improvement was irrespective of experience or department. CONCLUSIONS AND IMPLICATIONS: Computer-based, online learning has emerged as a means of providing continuing education to nurses. Such a teaching strategy helps to overcome barriers pertinent to traditional classroom settings.
Authors: Jennifer Pruskowski; Julie Childers; Paul A Moore; Michael A Zemaitis; Richard E Bauer; Denise J Deverts; D Michael Elnicki; Steven C Levine; Robert Kaufman; Michael P Dziabiak; Heiko Spallek; Debra K Weiner; Zsuzsa Horvath Journal: MedEdPORTAL Date: 2019-11-22