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The use of self-learning packets to ...

Steffy, Carol.

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The use of self-learning packets to provide education to nursing staff in a long term care facility.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The use of self-learning packets to provide education to nursing staff in a long term care facility./
Author:	Steffy, Carol.
Description:	109 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0452.
Contained By:	Dissertation Abstracts International66-02A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3166203
ISBN:	0542015803

The use of self-learning packets to provide education to nursing staff in a long term care facility.
Steffy, Carol.

The use of self-learning packets to provide education to nursing staff in a long term care facility. - 109 p.

Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0452.

Thesis (Ed.D.)--Wilmington College (Delaware), 2005.

Regulatory agencies require the provision of safe care to residents of long-term care (LTC) facilities. To provide such care, ongoing staff education about fall prevention is necessary. Lack of published literature specifically about the use of self-learning packets (SLP) to provide education about fall prevention to the nursing staff in a LTC facility prompted this research. This study was a quasi-experimental non-equivalent control group design with pre-test/post-test and included a descriptive component. A preliminary study was completed in 2003 involving nursing staff at JK Care Center that were randomly selected and randomly assigned to intervention and control groups. The intervention group had an SLP with information text about fall prevention and a pre-test/post-test. The control group had an SLP without information text and the same pre-test/post-test. Another research study was conducted in 2004 involving nursing staff that had not been part of the 2003 study. They were randomly assigned to intervention and control groups. Analysis of the data from the 2003 and 2004 studies revealed that the post-test scores for the intervention groups were significantly higher than the control groups, thus supporting the use of the SLP to provide education. Results from the 2003 and 2004 studies did not differ significantly from each other. Analysis of post-test scores for the 2003 and the 2004 groups, disaggregated according to licensure status and shift worked, revealed significant differences between the registered nurses and the geriatric nurse's aides but not between the shifts worked. When the post-test scores for the 2004 groups were disaggregated according to educational level and preferred method of learning, analysis revealed differences for both conditions. Mean scores increased as educational level increased in both groups. Those who preferred SLP had the highest mean score in the intervention group while those who preferred classroom learning had the highest mean score in the control group. The 2004 study included a descriptive component involving a questionnaire which was distributed to all participants of both studies. Data from the questionnaire revealed that the SLP was completed within 30 minutes, was easy to use, and was useful to prevent falls.

ISBN: 0542015803Subjects--Topical Terms:

626632
Education, Adult and Continuing.

The use of self-learning packets to provide education to nursing staff in a long term care facility.
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245 1 4 $a The use of self-learning packets to provide education to nursing staff in a long term care facility.
300 $a 109 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0452.
500 $a Chair: Michael Czarkowski.
502 $a Thesis (Ed.D.)--Wilmington College (Delaware), 2005.
520 $a Regulatory agencies require the provision of safe care to residents of long-term care (LTC) facilities. To provide such care, ongoing staff education about fall prevention is necessary. Lack of published literature specifically about the use of self-learning packets (SLP) to provide education about fall prevention to the nursing staff in a LTC facility prompted this research. This study was a quasi-experimental non-equivalent control group design with pre-test/post-test and included a descriptive component. A preliminary study was completed in 2003 involving nursing staff at JK Care Center that were randomly selected and randomly assigned to intervention and control groups. The intervention group had an SLP with information text about fall prevention and a pre-test/post-test. The control group had an SLP without information text and the same pre-test/post-test. Another research study was conducted in 2004 involving nursing staff that had not been part of the 2003 study. They were randomly assigned to intervention and control groups. Analysis of the data from the 2003 and 2004 studies revealed that the post-test scores for the intervention groups were significantly higher than the control groups, thus supporting the use of the SLP to provide education. Results from the 2003 and 2004 studies did not differ significantly from each other. Analysis of post-test scores for the 2003 and the 2004 groups, disaggregated according to licensure status and shift worked, revealed significant differences between the registered nurses and the geriatric nurse's aides but not between the shifts worked. When the post-test scores for the 2004 groups were disaggregated according to educational level and preferred method of learning, analysis revealed differences for both conditions. Mean scores increased as educational level increased in both groups. Those who preferred SLP had the highest mean score in the intervention group while those who preferred classroom learning had the highest mean score in the control group. The 2004 study included a descriptive component involving a questionnaire which was distributed to all participants of both studies. Data from the questionnaire revealed that the SLP was completed within 30 minutes, was easy to use, and was useful to prevent falls.
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