ABSTRACT
Background and Aims: The COVID-19 pandemic had affected traditional face-to-face learnings due to manpower shortage in frontline and safe management measures. Stroke patients with respiratory symptoms were also admitted to isolation wards instead of stroke unit. Isolation ward staff may not be familiar with post stroke care. Hence a stroke e-learning platform was developed to facilitate staff learning in the midst of chaos. Method(s): An e-learning platform was designed and developed, using a multi-disciplinary approach, to ensure optimal stroke care and learning opportunity were maintained. The content was developed based on healthcare professionals' and stroke survivors' learning needs across the stroke care continuum. This e-educational learning guide was published and shared with various stakeholders in multiple meeting platforms. The link can be easily accessible through mobile devices. Result(s): The e-learning platform consists of three domains. First domain was infographics development, which was a 1-page recent evidence on stroke care for busy healthcare professionals. Second domain was short voice-annotated presentations ranging from 10 to 15 minutes on stroke care across the continuum. Third domain consists of patient education materials, which includes rehabilitation short video and fact sheets for stroke survivors and caregivers. Many positive feedbacks were received Conclusion(s): This e-learning platform is useful for all healthcare professionals even in the new post-COVID normal era. There are plans to include more educational materials in the future.
ABSTRACT
Background and Aims: The presence of a code stroke nurse has been demonstrated to reduce door-to-treatment time. Unprecedented COVID-19 pandemic have halted face-to-face training program, resulting in a hybrid training program development. The aim of this project was to explore the users' experience and effectiveness of a new hybrid program for hyperacute stroke nursing training. Method(s): This hybrid workshop was incorporated virtual learning platforms and traditional in-person learning. Pre-post self-assessment knowledge was evaluated using a 20 multiple choice questions (MCQs) and a 5-point Likert scale. A virtual Objective Structured Clinical Examination (OSCE) was conducted as summative assessment. All faculty and participants completed the course evaluation. Result(s): Six neuroscience Advanced Practice Nurses with no prior experience in stroke activation participated in the training program. There was only a 10% increase in MCQ mean score. Feedback received for MCQs include having plausible distractors and difficult vocabulary. Five participants completed the virtual OSCE with mean score of 80%. Majority would prefer to have more clinical exposure. Overall, there was 39.4% increase of self-assessment on knowledge post workshop. Being able to conduct proper assessment and debrief in safe environment were key positive feedbacks. Conclusion(s): This hybrid workshop enhances nurses' knowledge in code stroke nursing training. Faculty will need to review and improve the MCQ construct. Clinical attachment extension would have created more opportunity to gain clinical knowledge and insight on the stroke activation processes. Overall, hybrid session on hyperacute stroke nursing training is feasible especially in this COVID-19 pandemic.