Online training course on critical appraisal for nurses: adaptation and assessment

BMC Medical Education

Rosa María González⁵  Elena de Lorenzo⁷  Lucía Gárate³  Maider Mateos¹  Marie Pierre Gagnon⁶  José Asua²  María Ángeles Cidoncha⁴  Eva Reviriego¹ 

[1]Researcher, Basque Office for Health Technology Assessment, Ministry for Health, Basque Government, Vitoria-Gasteiz, Spain

[2]Head of Basque Office for Health Technology Assessment, Ministry for Health, Basque Government, Vitoria-Gasteiz, Spain

[3]Nursing Research Supervisor, Araba University Hospital, Basque Health Service-Osakidetza, Vitoria-Gasteiz, Spain

[4]Lecturer and Nursing Researcher in the Basque Health Service-Osakidetza, Vitoria-Gasteiz, Spain

[5]Subdivision of Quality, Office for the Strategy of Chronicity, Basque Health Service-Osakidetza, Vitoria-Gasteiz, Spain

[6]Associate Professor. Faculty of Nursing Sciences, Université Laval, Québec, Research Centre of the Centre Hospitalier Universitaire de Québec, Québec, Canada

[7]Associate Professor, School of Nursing of Vitoria-Gasteiz, Vitoria-Gasteiz, Spain

关键词: E-learning;    Nursing;    Critical appraisal;    Evidence-based practice;   

Others  :  864995
DOI  :  10.1186/1472-6920-14-136

 received in 2013-07-19, accepted in 2014-06-30,  发布年份 2014

【 摘 要 】

Background

Research is an essential activity for improving quality and efficiency in healthcare. The objective of this study was to train nurses from the public Basque Health Service (Osakidetza) in critical appraisal, promoting continuous training and the use of research in clinical practice.

Methods

This was a prospective pre-post test study. The InfoCritique course on critical appraisal was translated and adapted. A sample of 50 nurses and 3 tutors was recruited. Educational strategies and assessment instruments were established for the course. A course website was created that contained contact details of the teaching team and coordinator, as well as a course handbook and videos introducing the course. Assessment comprised the administration of questionnaires before and after the course, in order to explore the main intervention outcomes: knowledge acquired and self-learning readiness. Satisfaction was also measured at the end of the course.

Results

Of the 50 health professionals recruited, 3 did not complete the course for personal or work-related reasons. The mean score on the pre-course knowledge questionnaire was 70.5 out of 100, with a standard deviation of 11.96. In general, participants’ performance on the knowledge questionnaire improved after the course, as reflected in the notable increase of the mean score, to 86.6, with a standard deviation of 10.00. Further, analyses confirmed statistically significant differences between pre- and post-course results (p < 0.001). With regard to self-learning readiness, after the course, participants reported a greater readiness and ability for self-directed learning. Lastly, in terms of level of satisfaction with the course, the mean score was 7 out of 10.

Conclusions

Participants significantly improved their knowledge score and self-directed learning readiness after the educational intervention, and they were overall satisfied with the course. For the health system and nursing professionals, this type of course has the potential to provide methodological tools for research, promote a research culture, and encourage critical thinking for evidence-based decision making.

【 授权许可】

   
2014 Reviriego et al.; licensee BioMed Central Ltd.

【 图 表 】

Figure 1.

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