Abstract
BackgroundTraditionally, learning by and teaching for primary healthcare (PHC) nurses use didactic, teacher-centred approaches. Hence, the feasibility of interactive workshops in non-threatening PHC environments to refresh nurses’ knowledge on patient care needs exploring.AimTo describe interactive workshops as a learning and teaching method for PHC nurses.SettingPrimary healthcare clinics.MethodsSystematic literature search followed by an exploratory experimental pre or post-test control group design. Random clinic sampling (n = 26) led to clinic inclusion at the control (n = 5) and experimental (n = 5) sites. Nurses (n = 42) were conveniently selected for the control (n = 21) and experimental (n = 21) groups. Experimental participants (n = 21) attended interactive workshops (n = 5) where various strategies were applied, whilst addressing key diabetes messages. Both groups completed a questionnaire aligned to diabetes messages pre- and post-workshop. Additionally, a Likert scale questionnaire was posed to the experimental group post-workshop. Data was analysed statistically and presented as descriptive statistics, frequencies and percentages.ResultsArticles reviewed (n = 20) identified types of interactive activities, role players, learning content covered, feasibility and duration of the interactive workshops. Pre or post-testing results of the workshops participants indicate improved knowledge related to peripheral sensation (0.03) and (< 0.01). Results from the questionnaire revealed participants’ satisfaction with the interactive workshops.ConclusionInteractive workshops as a learning and teaching method could lead to change in knowledge, and participant satisfaction. However, using a combination of interactive workshops and other teaching modalities may enhance learning and teaching further.ContributionInteractive workshops are a feasible instructional method during refresher courses for healthcare providers.
Highlights
1) Elliott, C., Creighton, S.M., Barker, M.J. & Liao, L.M., 2016, ‘A brief interactive training for health care professionals working with people affected by “female genital mutilation”: Initial pilot evaluation with psychosexual therapists’, Sexual and Relationship Therapy, 31(1), 70–82
Knowledge: Knowledge of female genital mutilation increased by 52%, from 29% before the workshop to 81% after the workshop
No activities are Three psychologists were therapy was conducted in Rating by participants: All (100%) the participants rated the multi-media interactive DVD as a method that positively facilitated learning outcomes, and enhanced learning time, flexibility, autonomy and convenience
Summary
1) Elliott, C., Creighton, S.M., Barker, M.J. & Liao, L.M., 2016, ‘A brief interactive training for health care professionals working with people affected by “female genital mutilation”: Initial pilot evaluation with psychosexual therapists’, Sexual and Relationship Therapy, 31(1), 70–82. 1) Elliott, C., Creighton, S.M., Barker, M.J. & Liao, L.M., 2016, ‘A brief interactive training for health care professionals working with people affected by “female genital mutilation”: Initial pilot evaluation with psychosexual therapists’, Sexual and Relationship Therapy, 31(1), 70–82.
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