Evaluation of an E-Learning Training Package by Nurses of Various Designations for Developing Clinical Skills and Knowledge

Abstract

Education helps nurses maintain, improve and broaden their professional knowledge to meet their obligations to provide ethical, safe and competent care. Globally, electronic learning (e-learning) has emerged in the last decade as a flexible mechanism to provide education for nurses. However, not enough is known about how nurses view e-learning as continuing education and whether the skills and knowledge gained are transferable to daily practice. A descriptive correlational design applying a non-experimental quantitative approach was employed to evaluate an e-learning training package used by nurses of various designations for developing clinical skills and knowledge at a private hospital in Perth, Western Australia. Data were collected via a survey method over 3 years. Findings suggest an e-learning training package effectiveness is mainly dependent on the implementation process, the way learning is packaged and sequenced, and the instructional design of the package. When the e-learning training package uses materials participants can apply with patients in the clinical setting, there is higher active engagement and application of content to practice. This study’s findings reveal more flexible implementation approaches might be considered in the future, including blended learning.