Effectiveness of an e-learning tool for education on pressure ulcer evaluation
Version of Record online: 20 DEC 2013
© 2013 John Wiley & Sons Ltd
Journal of Clinical Nursing
Volume 23, Issue 13-14, pages 2043–2052, July 2014
How to Cite
Morente, L., Morales-Asencio, J. M. and Veredas, F. J. (2014), Effectiveness of an e-learning tool for education on pressure ulcer evaluation. Journal of Clinical Nursing, 23: 2043–2052. doi: 10.1111/jocn.12450
- Issue online: 19 JUN 2014
- Version of Record online: 20 DEC 2013
- Manuscript Accepted: 23 JUN 2013
- Consejería de Salud, Servicio Andaluz de Salud, of the Junta de Andalucía. Grant Numbers: PI-0502/2009, PI-0027/2012
- MICINN-SPAIN. Grant Numbers: TIN2010-16556, P08-TIC-04026
- Junta de Andalucía
- adaptive tutorial;
- knowledge acquisition;
- nursing education;
- pressure ulcer evaluation;
- wound image segmentation
Aims and objectives
To evaluate the effectiveness of information and communication technologies in the undergraduate students' pressure ulcer training as a learning tool, compared with traditional teaching methods.
Pressure ulcers constitute one of the great challenges faced by nursing professionals. Currently, pressure ulcer training is based on traditional on-campus teaching, involving lecture-style classes with frequent use of photographs of the wounds. This traditional training has some important weaknesses that can put the efficacy of the training at risk.
A randomised controlled trial was developed including undergraduate nursing students.
The intervention group used an adaptive self-learning e-learning tool developed by the research team (ePULab) for pressure ulcer assessment and treatment. The control group received a traditional on-campus class on the same topic. Pretest and post-test questionnaires were designed to assess the students' ability in pressure ulcer diagnosis and treatment.
The educational intervention based on the use of the ePULab tool produced significantly better learning acquisition results than those obtained by traditional lecture-style classes: the total score improved in the control group from 8·23 (SD 1·23)–11·6 (SD 2·52) after the lecture, whereas in the intervention group, the knowledge score changed from 8·27 (SD 1·39)–15·83 (SD 2·52) (p = 0·01) with the use of ePULab.
The results show a higher effectiveness of the devised e-learning approach for education on management of pressure ulcers.
Relevance to clinical practice
Our results reveal the suitability of the ePULab e-learning tool as an effective instrument for training on assessment of and treatment for pressure ulcers and its potential impact on clinical decision-making.