- Title
- Developing renal nurses' buttonhole cannulation skills using e-learning
- Creator
- Blackman, Ian R.; Mannix, Trudi; Sinclair, Peter M.
- Relation
- Journal of Renal Care Vol. 40, Issue 1, p. 55-63
- Publisher Link
- http://dx.doi.org/10.1111/jorc.12047
- Publisher
- European Renal Care Association
- Resource Type
- journal article
- Date
- 2014
- Description
- Background: It has previously been shown that nurses can learn clinical nursing skills by e-learning (online), and that many variables will influence how well nurses adopt learned clinical skills using distance education. Objectives: This study aimed to identify and measure the strength of those factors which would simultaneously influence registered nurses' (RNs') beliefs about their own learning about buttonhole cannulation, using e-learning. Design: An online Likert style survey consisting of a list of statements related to knowledge and skill domains considered crucial in the area of buttonhole cannulation was distributed to 101 RNs before and after completing an e-learning programme. Participants were required to identify their current level of self-confidence in relationship to each of the statements. Measurements: Measures of RNs' self-rated abilities to assess and implement buttonhole cannulation after completing a related e-learning program were tested using a Partial Least Squares Analysis (PLS-PATH) programme. Results: The study's results strongly identify that the nurses' ability to meet both clinical and educational outcomes of the renal e-learning module can be predicted by six variables, none of which are directly related to the participants' demographic or clinical backgrounds. Conclusion: These findings support the use of e-learning to teach clinical skills to RNs, and demonstrate the value of Partial Least Squares Analysis in determining influential learning factors.
- Subject
- buttonhole cannulation; e-learning; renal nursing; self-efficacy
- Identifier
- http://hdl.handle.net/1959.13/1300384
- Identifier
- uon:20060
- Identifier
- ISSN:1755-6678
- Language
- eng
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