An Evaluation of Clinician Knowledge and Self-Efficacy Pre/Post Education in Peristomal Management

Autor/in	Saunders, Kimberly
Titel	An Evaluation of Clinician Knowledge and Self-Efficacy Pre/Post Education in Peristomal Management
Quelle	(2019), (75 Seiten) PDF als Volltext Verfügbarkeit D.N.P. Dissertation, The University of North Carolina at Charlotte
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-0580-1
Schlagwörter	Hochschulschrift; Dissertation; Intervention; Knowledge Level; Self Efficacy; Allied Health Personnel; Physical Therapy; Nurses; Physicians; Allied Health Occupations; Nursing; Electronic Learning; Reference Materials; Professional Continuing Education; New Jersey; South Carolina; Hawaii + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Wissensbasis; Self-efficacy; Selbstwirksamkeit; Physiotherapie; Physician; Doctor; Arzt; Gesundheitsberuf; Krankenpflege; Literaturnachweis; Berufsfeldbezogener Unterricht; Weiterbildung
Abstract	Purpose: The primary purpose of the study was to evaluate the effect of an educational intervention including the use of a clinical reference tool on the clinician's knowledge and self-efficacy scores in peristomal management. A secondary purpose compared the participant's knowledge and self-efficacy based on the education delivery method of online education as compared to in-person. Design: This education project was a two-group, pre/posttest, descriptive design used to evaluate changes in knowledge and self-efficacy in ostomy management post education intervention. Subjects and Setting: The study groups included physical therapist, nurse, nurse practitioner, physician assistant, and physician practicing in a variety of healthcare areas in the United States. Online participants (n=64) were scattered geographically across thirteen different states, and the in-person groups (n=89) were located in New Jersey, South Carolina, and Hawaii. Methods: The groups received education (PowerPoint presentations) and a quick reference clinical tool regarding stomal and peristomal presentations and complications. The participants completed pre/post education surveys evaluating knowledge and self-efficacy. Results: For the total sample, there was a statistically significant increase in knowledge scores from pre-intervention to post-intervention, t(106) = -16.03, p < 0.001 and a statistically significant increase in self-efficacy scores, t(115) = -6.49, p < 0.001. The knowledge rate of growth was greater in the in-person learning however the self-efficacy scores improved at a higher rate in the online group. Conclusions: This doctoral project focused on a teaching methodology and its effect on the learner regarding peristomal assessment and treatment. The results have carry-over implications on education techniques and methods of testing knowledge. Online and in-person instruction mutually show improvement in knowledge and self-efficacy. The level of improvement may individually differ according to the teaching methodology and testing approach. Thus, a varied education and testing style is recommended for best knowledge acquisition and implementation into practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01