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Effectiveness of immersive teaching strategies on pressure injury: Impact on nurses' knowledge, attitudes and self-efficacy – A partially randomized participant preference (PRPP) controlled trial.

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Title: Effectiveness of immersive teaching strategies on pressure injury: Impact on nurses' knowledge, attitudes and self-efficacy – A partially randomized participant preference (PRPP) controlled trial.
Authors: Chao, Wen-Yi1 (AUTHOR) wenyichao@asia.edu.tw, Wu, Yu-Lin2 (AUTHOR), Hsu, Mei-Yu3 (AUTHOR), Chu, Chien-Lun4 (AUTHOR)
Source: Nurse Education in Practice. Jan2025, Vol. 82, pN.PAG-N.PAG. 1p.
Subject Terms: *Educational outcomes, *Teaching aids, *Teaching methods, *Continuing education of nurses, *Control groups, *Pre-tests & post-tests, *Research methodology, *Adult education workshops, *Learning strategies, Nursing audit, Pearson correlation (Statistics), Self-efficacy, Statistical sampling, Randomized controlled trials, Descriptive statistics, Patient care, Nurses' attitudes, Quality assurance, Pressure ulcers, Video recording
Abstract: This study evaluated the effectiveness of a pressure injury educational intervention on nurses' knowledge, attitudes, self-efficacy and perceived barriers. Pressure injuries remain a global healthcare challenge. Efficient teaching strategies like immersive learning are crucial to translating theoretical knowledge into practical skills. A single-center, partially randomized participant preference (PRPP) controlled trial was conducted in a regional teaching hospital. A total of 335 nurses consented to participate, with 79 in the experimental group and 218 in the control group completing the study. The experimental group received an immersive learning intervention that included learning manuals, multimedia videos and workshops designed to enhance pressure injury management. In contrast, the control group's immersive learning intervention involved only the use of learning manuals. Assessments were conducted both before and immediately after the intervention to measure outcomes, including knowledge, attitudes and self-efficacy related to pressure injury care. Both groups showed significant improvements in knowledge, attitudes and self-efficacy post-intervention (p <.05). The experimental group demonstrated significantly higher post-test scores compared with the control group (p <.05). Pearson correlation analysis revealed a strong positive relationship between knowledge and attitude (r = 0.592, p <.001). The immersive educational intervention significantly improved nurses' knowledge, attitudes and self-efficacy in managing pressure injuries. The experimental group showed greater progress, emphasizing the value of interactive multimedia tools and workshops in nursing education. The strong correlation between knowledge and attitude highlights the importance of comprehensive educational approaches in enhancing patient care and addressing healthcare challenges. [ABSTRACT FROM AUTHOR]
Copyright of Nurse Education in Practice is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Effectiveness of immersive teaching strategies on pressure injury: Impact on nurses&#39; knowledge, attitudes and self-efficacy – A partially randomized participant preference (PRPP) controlled trial.
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  Data: This study evaluated the effectiveness of a pressure injury educational intervention on nurses&#39; knowledge, attitudes, self-efficacy and perceived barriers. Pressure injuries remain a global healthcare challenge. Efficient teaching strategies like immersive learning are crucial to translating theoretical knowledge into practical skills. A single-center, partially randomized participant preference (PRPP) controlled trial was conducted in a regional teaching hospital. A total of 335 nurses consented to participate, with 79 in the experimental group and 218 in the control group completing the study. The experimental group received an immersive learning intervention that included learning manuals, multimedia videos and workshops designed to enhance pressure injury management. In contrast, the control group&#39;s immersive learning intervention involved only the use of learning manuals. Assessments were conducted both before and immediately after the intervention to measure outcomes, including knowledge, attitudes and self-efficacy related to pressure injury care. Both groups showed significant improvements in knowledge, attitudes and self-efficacy post-intervention (p &lt;.05). The experimental group demonstrated significantly higher post-test scores compared with the control group (p &lt;.05). Pearson correlation analysis revealed a strong positive relationship between knowledge and attitude (r = 0.592, p &lt;.001). The immersive educational intervention significantly improved nurses&#39; knowledge, attitudes and self-efficacy in managing pressure injuries. The experimental group showed greater progress, emphasizing the value of interactive multimedia tools and workshops in nursing education. The strong correlation between knowledge and attitude highlights the importance of comprehensive educational approaches in enhancing patient care and addressing healthcare challenges. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Nurse Education in Practice is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=182155240
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1016/j.nepr.2024.104237
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 1
        StartPage: N.PAG
    Subjects:
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Teaching aids
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Continuing education of nurses
        Type: general
      – SubjectFull: Control groups
        Type: general
      – SubjectFull: Pre-tests & post-tests
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Adult education workshops
        Type: general
      – SubjectFull: Learning strategies
        Type: general
      – SubjectFull: Nursing audit
        Type: general
      – SubjectFull: Pearson correlation (Statistics)
        Type: general
      – SubjectFull: Self-efficacy
        Type: general
      – SubjectFull: Statistical sampling
        Type: general
      – SubjectFull: Randomized controlled trials
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      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Patient care
        Type: general
      – SubjectFull: Nurses' attitudes
        Type: general
      – SubjectFull: Quality assurance
        Type: general
      – SubjectFull: Pressure ulcers
        Type: general
      – SubjectFull: Video recording
        Type: general
    Titles:
      – TitleFull: Effectiveness of immersive teaching strategies on pressure injury: Impact on nurses' knowledge, attitudes and self-efficacy – A partially randomized participant preference (PRPP) controlled trial.
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            – D: 01
              M: 01
              Text: Jan2025
              Type: published
              Y: 2025
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              Value: 82
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