Department of Health Education and Promotion, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
Clinical Tuberculosis and Epidemiology Research Center, National Research Institute of Tuberculosis and Lung Diseases (NRITLD), Shahid Beheshti University of Medical Sciences, Tehran, Iran,
School of Public Health, Tehran University of Medical Sciences, Tehran, Iran.
School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
Chronic Respiratory Diseases Research center, NRITLD, Shahid Beheshti University of Medical Sciences, Tehran, Iran,
Lung Transplantation Research Center, NRITLD, Shahid Beheshti University of Medical Sciences, Tehran, Iran
Background: Continuing medical education (CME) is an integral part of nursing professionalization, which can be effective in the development of nursing behavior. E-learning can play an important role in CME programs. This study aimed to evaluate the effectiveness of an E-learning program in increasing the nurses’ knowledge and behavior regarding care for venous thromboembolism (VTE) patients.
Materials and Methods: One-hundred nurses were selected via convenience sampling method and divided into E-learning and traditional education groups. All nurses had access to the Internet, as well as adequate Internet literacy. Each nurse in the E-learning group received three didactic files during the intervention (four weeks), which focused on the VTE risk assessment, methods of prophylaxis, prophylaxis guidelines, diagnosis, pharmacological and non-pharmacological treatments, and patient education. On the other hand, nurses in the traditional education group were taught traditionally by an expert lecturer, who used audiovisual materials for teaching. A pretest-posttest analysis and a checklist were used to evaluate the impact of interventions in the groups. Chi-square and Mann-Whitney tests were also used to analyze the data.
Results: The comparison of knowledge level between the groups showed that E-learning is not superior to traditional learning methods. The mean changes in the nurses’ behavior was 3.16±1.49 in the E-learning group and 2.77±1.26 in the conventional education group. Statistical analysis showed a significant relationship between the score changes and E-learning.
Conclusion: Integration of E-learning in CME programs, besides attendance of traditional courses, can be an effective learning method. We suggest that future studies compare the effects of these methods.