Continuous learning with a quiz for stroke nurses

Abstract

A continuous learning solution was sought which allows stroke nurses to keep the vast body of theoretical knowledge fresh, stay up-to-date with new knowledge, and relate theoretical knowledge to practical experience. Based on the theoretical background of learning in the medical domain, reflective and game-based learning, we carried out a user-oriented design process that involved a focus group and a design workshop. In this process, a quiz that includes both content-based and reflection questions was identified as a viable means of transportation for theoretical knowledge. In this paper we present the result of trialling a quiz with both content-based and metacognitive reflective questions in two settings: In one trial the quiz was used by nurses as part of a qualification programme for stroke nurses, in the second trial by nurses outside such a formal continuous learning setting. Both trials were successful in terms of user acceptance, user satisfaction and learning. Beyond this success report, we discuss barriers to integrating a quiz into work processes within an emergency ward such as a stroke unit.