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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...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
AOSIS
2021
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Materias: | |
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 |
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author | Mukurunge, Eva Reid, Marianne Fichardt, Annali Nel, Mariette |
author_facet | Mukurunge, Eva Reid, Marianne Fichardt, Annali Nel, Mariette |
author_sort | Mukurunge, Eva |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-8678960 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | AOSIS |
record_format | MEDLINE/PubMed |
spelling | pubmed-86789602021-12-23 Interactive workshops as a learning and teaching method for primary healthcare nurses Mukurunge, Eva Reid, Marianne Fichardt, Annali Nel, Mariette Health SA Original Research 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. AOSIS 2021-12-10 /pmc/articles/PMC8678960/ /pubmed/34956654 http://dx.doi.org/10.4102/hsag.v26i0.1643 Text en © 2021. The Authors https://creativecommons.org/licenses/by/4.0/Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License. |
spellingShingle | Original Research Mukurunge, Eva Reid, Marianne Fichardt, Annali Nel, Mariette Interactive workshops as a learning and teaching method for primary healthcare nurses |
title | Interactive workshops as a learning and teaching method for primary healthcare nurses |
title_full | Interactive workshops as a learning and teaching method for primary healthcare nurses |
title_fullStr | Interactive workshops as a learning and teaching method for primary healthcare nurses |
title_full_unstemmed | Interactive workshops as a learning and teaching method for primary healthcare nurses |
title_short | Interactive workshops as a learning and teaching method for primary healthcare nurses |
title_sort | interactive workshops as a learning and teaching method for primary healthcare nurses |
topic | Original Research |
url | 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 |
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