ABSTRACT
A pilot study was developed to determine if the retention of knowledge was different between text-only and interactive computer-based learning (CBL) formats and if there was a difference in the amount of time it takes to complete a text-only versus an interactive CBL course. Results showed that interactive CBL courses showed greater long-term learning retention than noninteractive CBL courses, and the time to complete the courses was not different between them.
Subject(s)
Audiovisual Aids , Computer-Assisted Instruction/methods , Evidence-Based Medicine/education , Inservice Training/methods , Nursing Staff, Hospital/organization & administration , Boston , Cranial Nerve Diseases/nursing , Health Knowledge, Attitudes, Practice , Humans , Pilot Projects , Time FactorsABSTRACT
Cranial nerve dysfunction is frequently seen in neuroscience patients. Deficits range in severity and can present many challenges for nurses. Patients are at risk for complications such as worsening vision, corneal damage, improper nutrition, aspiration and respiratory difficulty. With a proper understanding of how to manage these patients, nurses can perform interventions that will minimize complications and assure better outcomes for the patient. Multidisciplinary care is often needed for these patients but it is the nurse who is in a pivotal role to provide appropriate care, coordinate the multidisciplinary needs and offer patient and family education and support.
