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e-Learning and Innovative Learning Options
Documentation of competency as validation of nursing skill and knowledge is essential for safe patient care. In efforts to leverage technology and maximize mobile resources, a process for electronic competency validation was developed. Utilization of quick response (QR) codes allows for easy application and efficient tracking. Results include cost savings, improved time spent on filing, and overall satisfaction. This is a simple and sustainable process for competency documentation that can translate across diverse professional development settings.
The COVID-19 pandemic has created the need for rapid development and implementation of nursing continuing professional development (NCPD) to scale up nurses and other health care providers to meet a surge in critically ill patients. Through retooling and upskilling nurses and other health care providers, professional development is more important now than ever before. A heightened need for flexible professional development activity planning that is fully integrated into the professional environment is integral to prepare nurses to meet the challenges posed by this pandemic. This article addresses strategies to facilitate delivery of quality NCPD educational activities in real time. [J Contin Educ Nurs. 2020;51(7):297-299.].
This international team of online educators will show, true to the title of this chapter, that online education is already a global phenomenon. The World Wide Web, which affords so many educational applications friendly to designers as well as to the users, has lived up to its name by reaching nearly all countries through the internet infrastructure. Online education at first suggests education through the internet, but the “line” in online and offline refers more broadly to networked computers. By necessity in some countries, or by choice, Intranets and other systems of digital devices such as mobile phones, whether connected by ground wires or by satellites, can also serve as media for formal education and informal learning. Issues of access recurring in this chapter imply, however, a goal that all learners at least have the option of studying and communicating with other world citizens through the global internet, that is, online education in the fullest sense. (For more on what online education is, see McCarty, 2001).
Organizations in the United States alone spend billions on training each year. These training and development activities allow organizations to adapt, compete, excel, innovate, produce, be safe, improve service, and reach goals. Training has successfully been used to reduce errors in such high-risk settings as emergency rooms, aviation, and the military. However, training is also important in more conventional organizations. These organizations understand that training helps them to remain competitive by continually educating their workforce. They understand that investing in their employees yields greater results. However, training is not as intuitive as it may seem. There is a science of training that shows that there is a right way and a wrong way to design, deliver, and implement a training program. The research on training clearly shows two things: (a) training works, and (b) the way training is designed, delivered, and implemented matters. This article aims to explain why training is important and how to use training appropriately. Using the training literature as a guide, we explain what training is, why it is important, and provide recommendations for implementing a training program in an organization. In particular, we argue that training is a systematic process, and we explain what matters before, during, and after training. Steps to take at each of these three time periods are listed and described and are summarized in a checklist for ease of use. We conclude with a discussion of implications for both leaders and policymakers and an exploration of issues that may come up when deciding to implement a training program. Furthermore, we include key questions that executives and policymakers should ask about the design, delivery, or implementation of a training program. Finally, we consider future research that is important in this area, including some still unanswered questions and room for development in this evolving field.
Care practices during the first hour of life, the Golden Hour, can have a significant impact on outcomes of low birth weight infants. Although the latest edition of the Neonatal Resuscitation Program added guidelines for preterm infants, additional care is often indicated.
Complications that could potentially be impacted by care in the first hour of life include thermoregulation, intraventricular hemorrhage, chronic lung disease, and retinopathy of prematurity. Our unit has implemented and revised a Golden Hour evidence-based care process that includes the use
of realistic videotaped simulations, followed by team debriefing sessions. Early results of the revised process show reductions in the targeted complications.
To what extent are nurses willing to learn with technology-enhanced tools, such as online education, podcasts, webcasts, mobile learning, and realistic simulations? What factors influence their willingness? This article includes a description of a mixed methodology study that addressed these questions. Nurses of all ages indicated a willingness to learn with a variety of technological tools. Primary determinants of willingness were associated with ease of use, familiarity, convenience, and perceived benefit.