Using reusable learning objects (rlos) in wound care education: undergraduate student nurse's evaluation of their learning gain

DC FieldValueLanguage
dc.contributor.authorRedmond, Catherine-
dc.contributor.authorDavies, Carmel-
dc.contributor.authorCornally, Deirdre-
dc.contributor.authorAdam, Ewa-
dc.contributor.authorDaly, Orla-
dc.contributor.authoret al.-
dc.date.accessioned2018-07-12T11:19:52Z-
dc.date.available2018-07-12T11:19:52Z-
dc.date.copyright2017 Elsevieren_US
dc.date.issued2018-01-
dc.identifier.citationNurse Education Todayen_US
dc.identifier.urihttp://hdl.handle.net/10197/9426-
dc.description.abstractBackground: Both nationally and internationally concerns have been expressed over the adequacy of preparation of undergraduate nurses for the clinical skill of wound care. This project describes the educational evaluation of a series of Reusable Learning Objects (RLOs) as a blended learning approach to facilitate undergraduate nursing students learning of wound care for competence development. Constructivism Learning Theory and Cognitive Theory of Multimedia Learning informed the design of the RLOs, promoting active learner approaches. Clinically based case studies and visual data from two large university teaching hospitals provided the authentic learning materials required. Interactive exercises and formative feedback were incorporated into the educational resource. Methods: Evaluation of student perceived learning gains in terms of knowledge, ability and attitudes were measured using a quantitative pre and posttest Wound Care Competency Outcomes Questionnaire. The RLO CETL Questionnaire was used to identify perceived learning enablers. Statistical and deductive thematic analyses inform the findings. Results: Students (n=192) reported that their ability to meet the competency outcomes for wound care had increased significantly after engaging with the RLOs. Students rated the RLOs highly across all categories of perceived usefulness, impact, access and integration. Conclusion: These findings provide evidence that the use of RLOs for both knowledge-based and performance-based learning is effective. RLOs when designed using clinically real case scenarios reflect the true complexities of wound care and offer innovative interventions in nursing curricula.en_US
dc.language.isoenen_US
dc.publisherElsevieren_US
dc.rightsThis is the author’s version of a work that was accepted for publication in Nurse Education Today. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Nurse Education Today (90, (2017)) DOI:10.1016/j.nedt.2017.09.014en_US
dc.subjectReusable learning objectsen_US
dc.subjectChronic wound careen_US
dc.subjectStudent nursesen_US
dc.subjectLearning gainsen_US
dc.subjectLearning enablersen_US
dc.subjectClinical competencyen_US
dc.titleUsing reusable learning objects (rlos) in wound care education: undergraduate student nurse's evaluation of their learning gainen_US
dc.typeJournal Articleen_US
dc.internal.authorcontactothercatherine.redmond@ucd.ieen_US
dc.statusPeer revieweden_US
dc.identifier.volume60en_US
dc.identifier.startpage3en_US
dc.identifier.endpage10en_US
dc.identifier.doi10.1016/j.nedt.2017.09.014-
dc.neeo.contributorRedmond|Catherine|aut|-
dc.neeo.contributorDavies|Carmel|aut|-
dc.neeo.contributorCornally|Deirdre|aut|-
dc.neeo.contributorAdam|Ewa|aut|-
dc.neeo.contributorDaly|Orla|aut|-
dc.neeo.contributoret al.||aut|-
dc.date.embargo2018-10-07en_US
dc.internal.rmsid813812326-
dc.date.updated2017-10-05T15:49:14Z-
item.grantfulltextopen-
item.fulltextWith Fulltext-
Appears in Collections:Nursing, Midwifery & Health Systems Research Collection
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