dc.contributor.author | Simonsen, Bjørg Øfstedal | |
dc.contributor.author | Dæhlin, Gro Kvanli | |
dc.contributor.author | Johansson, Inger Signe | |
dc.contributor.author | Farup, Per Grønaas | |
dc.date.accessioned | 2015-11-10T11:37:53Z | |
dc.date.accessioned | 2015-11-23T14:30:22Z | |
dc.date.available | 2015-11-10T11:37:53Z | |
dc.date.available | 2015-11-23T14:30:22Z | |
dc.date.issued | 2014 | |
dc.identifier.citation | BMJ Open 2014, 4(10) | nb_NO |
dc.identifier.issn | 2044-6055 | |
dc.identifier.uri | http://hdl.handle.net/11250/2365345 | |
dc.description.abstract | Introduction: Insufficient skills in drug dose calculations increase the risk for medication errors. Even experienced nurses may struggle with such calculations. Learning flexibility and cost considerations make e-learning interesting as an alternative to classroom teaching. This study compared the learning outcome and risk of error after a course in drug dose calculations for nurses with the two methods.
Methods: In a randomised controlled open study, nurses from hospitals and primary healthcare were randomised to either e-learning or classroom teaching. Before and after a 2-day course, the nurses underwent a multiple choice test in drug dose calculations: 14 tasks with four alternative answers (score 0–14), and a statement regarding the certainty of each answer (score 0–3). High risk of error was being certain that incorrect answer was correct. The results are given as the mean (SD).
Results: 16 men and 167 women participated in the study, aged 42.0 (9.5) years with a working experience of 12.3 (9.5) years. The number of correct answers after e-learning was 11.6 (2.0) and after classroom teaching 11.9 (2.0) (p=0.18, NS); improvement were 0.5 (1.6) and 0.9 (2.2), respectively (p=0.07, NS). Classroom learning was significantly superior to e-learning among participants with a pretest score below 9. In support of e-learning was evaluation of specific value for the working situation. There was no difference in risk of error between groups after the course (p=0.77).
Conclusions: The study showed no differences in learning outcome or risk of error between e-learning and classroom teaching in drug dose calculations. The overall learning outcome was small. Weak precourse knowledge was associated with better outcome after classroom teaching. | nb_NO |
dc.language.iso | eng | nb_NO |
dc.publisher | BMJ Publishing Group | nb_NO |
dc.relation.uri | http://bmjopen.bmj.com/content/4/10/e006025.full.pdf+html | |
dc.title | Improvement of drug dose calculations by classroom teaching or e-learning: a randomised controlled trial in nurses | nb_NO |
dc.type | Journal article | nb_NO |
dc.type | Peer reviewed | en_GB |
dc.date.updated | 2015-11-10T11:37:53Z | |
dc.source.volume | 4 | nb_NO |
dc.source.journal | BMJ Open | nb_NO |
dc.source.issue | 8 | nb_NO |
dc.identifier.doi | 10.1136/bmjopen-2014-006025 | |
dc.identifier.cristin | 1195667 | |
dc.description.localcode | This is an Open Access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/ | nb_NO |