Citation

Lehna C, Myers J. J. Burn Care Res. 2014; 35(6): e387-90.

Affiliation

From the *School of Nursing and †School of Medicine-Pediatrics, University of Louisville, Kentucky.

Copyright

(Copyright © 2014, American Burn Association, Publisher Lippincott Williams and Wilkins)

DOI

10.1097/BCR.0000000000000022

PMID

25100539

Abstract

Increasing burn prevention (BP) knowledge in nurse practitioners leads to better care for patients who suffer a burn injury. Web-based and classroom-based approaches to increasing an individual's knowledge, in general and specifically to BP knowledge, is currently an area of interest for researchers. As a result, the purpose of this study was to test and evaluate the influence two methods (classroom and Web-based) has on BP knowledge; and whether a difference existed between teaching modalities. Generalized mixed-effects modeling techniques were used to test for differences in scores across three time points: 1) baseline, 2) immediately after viewing the educational module online (recall), and 3) at least 2 weeks after viewing the educational module (retention); and between the groups. There was no difference in scores between online vs classroom education method (P =.894); therefore, a pooled analysis was performed (n=54). Mean scores on the BP knowledge exam increased over time (P =.003) (regardless of educational method), establishing that the education module significantly increases BP knowledge in nurse practitioners over time. Mean score before receiving the education module was 75.6%; the mean score was 81.9% immediately after the module; and 85.6% 2 weeks after receiving the education module. Either method can be used to educate and train health care providers in BP, which may provide health care providers with useful and cost-effective ways in which to improve BP knowledge and the quality of care for patients who suffer a burn injury.

Language: en