PubMed Health⌕ Search
Home/Archive/PubMed

PubMed · 11111509

An outcomes model prototype: integrating continuing education learning into practice.

D F Bell·J H Chelf·P Geerdes
View original source ↗Export metadata ↓

Abstract

BACKGROUND: A method for measuring the downstream effects of a continuing education conference on nursing practice was developed and tested. METHOD: In collaboration with conference faculty, the authors developed an assessment of knowledge and nursing experience related to the course content. Knowledge about the conference content was measured before the conference and at its conclusion. Experience was measured before the conference and 3 months after. RESULTS: Increases were found in both knowledge and experience, indicating that knowledge gained at the conference was integrated into nursing practice. CONCLUSION: Based on positive findings from this pilot, the method will be tested further.

Explore related subjects

Clinical CompetenceEducation, Nursing, ContinuingFemaleHumansMalePilot ProjectsProgram EvaluationSurveys and QuestionnairesJournal Article

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

D F Bell, J H Chelf, P Geerdes. An outcomes model prototype: integrating continuing education learning into practice.. https://doi.org/10.3928/0022-0124-20000501-05

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

PubMed2002

Obstacles to answering doctors' questions about patient care with evidence: qualitative study.

OBJECTIVE: To describe the obstacles encountered when attempting to answer doctors' questions with evidence. DESIGN: Qualitative study. SETTING: General practices in Iowa. PARTICIPANTS: 9 academic generalist doctors, 14 family doctors, and 2 medical librarians. MAIN OUTCOME MEASURE: A taxonomy of obstacles encountered while searching for evidence based answers to doctors' questions. RESULTS: 59 obstacles were encountered and organised according to the five steps in asking and answering questions: recognise a gap in knowledge, formulate a question, search for relevant information, formulate an answer, and use the answer to direct patient care. Six obstacles were considered particularly salient by the investigators and practising doctors: the excessive time required to find information; difficulty modifying the original question, which was often vague and open to interpretation; difficulty selecting an optimal strategy to search for information; failure of a seemingly appropriate resource to cover the topic; uncertainty about how to know when all the relevant evidence has been found so that the search can stop; and inadequate synthesis of multiple bits of evidence into a clinically useful statement. CONCLUSIONS: Many obstacles are encountered when asking and answering questions about how to care for patients. Addressing these obstacles could lead to better patient care by improving clinically oriented information resources.

Clinical Competence↗