Interactive workshops as a learning and teaching method for primary healthcare nurses

BACKGROUND: Traditionally, learning by and teaching for primary healthcare (PHC) nurses use didactic, teacher-centred approaches. Hence, the feasibility of interactive workshops in non-threatening PHC environments to refresh nurses’ knowledge on patient care needs exploring. AIM: To describe interac...

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Detalles Bibliográficos
Autores principales: Mukurunge, Eva, Reid, Marianne, Fichardt, Annali, Nel, Mariette
Formato: Online Artículo Texto
Lenguaje:English
Publicado: AOSIS 2021
Materias:
Original Research
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8678960/
https://www.ncbi.nlm.nih.gov/pubmed/34956654
http://dx.doi.org/10.4102/hsag.v26i0.1643
Descripción
Sumario:BACKGROUND: Traditionally, learning by and teaching for primary healthcare (PHC) nurses use didactic, teacher-centred approaches. Hence, the feasibility of interactive workshops in non-threatening PHC environments to refresh nurses’ knowledge on patient care needs exploring. AIM: To describe interactive workshops as a learning and teaching method for PHC nurses. SETTING: Primary healthcare clinics. METHODS: Systematic literature search followed by an exploratory experimental pre or post-test control group design. Random clinic sampling (n = 26) led to clinic inclusion at the control (n = 5) and experimental (n = 5) sites. Nurses (n = 42) were conveniently selected for the control (n = 21) and experimental (n = 21) groups. Experimental participants (n = 21) attended interactive workshops (n = 5) where various strategies were applied, whilst addressing key diabetes messages. Both groups completed a questionnaire aligned to diabetes messages pre- and post-workshop. Additionally, a Likert scale questionnaire was posed to the experimental group post-workshop. Data was analysed statistically and presented as descriptive statistics, frequencies and percentages. RESULTS: Articles reviewed (n = 20) identified types of interactive activities, role players, learning content covered, feasibility and duration of the interactive workshops. Pre or post-testing results of the workshops participants indicate improved knowledge related to peripheral sensation (0.03) and (< 0.01). Results from the questionnaire revealed participants’ satisfaction with the interactive workshops. CONCLUSION: Interactive workshops as a learning and teaching method could lead to change in knowledge, and participant satisfaction. However, using a combination of interactive workshops and other teaching modalities may enhance learning and teaching further. CONTRIBUTION: Interactive workshops are a feasible instructional method during refresher courses for healthcare providers.

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