COMPUTER BASED LEARNING FOR DENTAL NURSES

Evaluating the Benefits and Limitations of Computer Based Learning for Dental Nurses

Table of Contents

Chapter 1: Introduction3

Aim8

Design8

Background to study population8

Chapter II: Literature Review10

History and use of high-fidelity simulation learning in nonnursing careers14

History of high-fidelity simulation learning in nursing education16

Current applications and challenges of HFHS in nursing education18

Using Health Information Systems, Inc. examinations to evaluate HFHS outcomes28

The study Theoretical framework31

Chapter III: Methodology32

Aim32

Design32

Background to study population33

Participants33

Ethical Approval36

Data collection instruments: reliability and validity37

Chapter IV: Results & Discussion39

MCQ assessment39

Increasingly deeper levels of learning40

Questionnaire evaluation43

Additional feedback45

Chapter V: Conclusion47

References55

Chapter 1: Introduction

A major problem facing registered dental nurses (PCD) is the ongoing challenge of maintaining professional competence with the continuous influx of new knowledge in the context of rapidly changing health care systems. Changes in patient acuity and budget constraints have impacted on dental nurses' roles in all settings, demanding new knowledge and skill sets.

These skills are not simply hands-on or technological skills; employers are demanding higher level thinking skills related to decision making and communication (Cervero & Azzaretto 1990). In the interest of improving care to clients and job satisfaction for their staff, administrators are becoming increasingly interested in advancing the skill sets of employees through continuing education (Billings et al. 1994). Access to continuing education is a challenge for dental nurses who have work and family responsibilities, work shift patterns and may live a considerable distance from faculties of higher education (Canadian Nurses Association 1997).

Innovative educational delivery methods, such as webbased learning, are needed to overcome the traditional barriers to continuing education. Indeed, the potential role of the Web in continuing nursing education is now attracting global interest (Kenny 2000, Billings & Rowles 2001, Washer 2001). Web-based learning has developed rapidly in certain institutions of higher education, however, a number of key issues have not been well explored, including the needs of web-based learners accessing courses from home and work.

In 2000, the principles of lifelong learning were embedded in the NHS Plan (DH 2000). In 2001, the document 'Working together, Learning together: a framework for lifelong learning' (DH 2001) made a commitment to the extensive use of E Learning and to developing E Learning awareness and capability. This document outlined that the national vision for E Learning in the NHS was to enable staff to access learning opportunities at times and places that best fit in with their lifestyles. In November 2005, the National Workforce Group of Strategic Health Authorities published a framework document 'Supporting Best Practice in E Learning across the NHS' (NWG 2005). In April 2006, The Department of Health co-sponsored the development of a delivery road map 'Modernising Healthcare Training: E Learning in Healthcare services' (NWG 2006) to identify the priority areas, set out the initiatives and actions that can be taken forward at different levels to realise the full benefits offered by E Learning. In 2007 the Connecting for Health Programme published national standards for E Learning content development (CFH 2007).

Hospitals are increasingly becoming large intensive care units, with cardiac monitoring, respiratory assistance, and intense treatment a growing ...