Overview
Pressure ulcers are a critical source of health care challenge because they increase patient pain and suffering, extend the length of hospital stay, and raise costs of health care provisions (Bergquist-Beringer et al., 2009). Consequently, the National Database of Nursing Quality Indicators (NDNQI) Pressure Ulcer Training Program was adopted to enhance accuracy and reliability in determining and staging pressure ulcers and distinguishing hospital- and unit-acquired from community-acquired pressure ulcers (Bergquist-Beringer et al., 2009). While there have been some remarkable improvements in some indicators of Pressure Ulcer Training Program, the program design and technology indicator has received the highest number of negative comments from reviewers. The purpose of this paper is to suggest a nursing plan for improving program design and technology indicator of Pressure Ulcer Training Program.
Analysis of data
The program design and technology indicator is used to facilitate online learning among nurses on pressure ulcer identification, staging, and reliable data collection during NDNQI ulcer surveys. Reviewers have opportunities to send their feedback to evaluators about the indicators. Among all indicators reviewed, the program design and technology indicator received the most number (246) of negative comments from reviewers. Few participants showed their support for the indicator. They appreciated the immediate feedback system and its online learning environment.
On the contrary, many reviewers expressed their concerns for the program design and technology indicator. Some of the challenges encountered included:
- The mandatory sequential module review and test completion for the credit
- Any interruption of the forward sequence led to the repeat of the whole training program
- Some reviewers claimed that CE program was frustrating
- Difficulty connecting to ANA online CE after the NDNQI Pressure Ulcer Training Program completion
- Technology incompatibility with hospital computers, such as freezing screen, pages take long to load, hard-to-see pictures in dial-up computers, and certificate unable to print among others
- Firewalls blocked online access, incompatible browsers, and restricted Internet time for nurses
Nursing Plan
The nursing plan focuses on solving technology challenges that many reviewers encountered during the program. Cantrell, O’Leary, and Ward (2008) noted that online programs were effective means of filling knowledge gap in nursing profession. However, learners needed flexibility from the system, and learning had to be based on credible teaching-learning principles (Cantrell et al., 2008).
- Cantrell et al (2008) noted that online learning should offer flexibility and ease of use that learners needed. That is, the program design and technology should not have a mandatory sequential model of completing the entire processes. Learners should navigate the system by reviewing previous sections without losing the entire work. Such flexibility would eliminate frustration that many reviewers encountered in the program.
- A reliable technology could determine the success of online programs, but this was not the case for many reviewers who experienced system failures. Although technologies may not offer complete reliability, the program developers should strive to provide platforms that are compatible with different machines. Moreover, nurses should ask for Internet access exceptions from their institutions when taking online programs.
- Nurses (learners or reviewers) also have a greater responsibility on the process. The online asynchronous program offered nurses control over their learning activities. However, they require self-motivation, personal organisation, and time management skills. Sweeney, Saarmann, Flagg, and Seidman (2008) observed that online learners who faced challenges were most likely to quit the program.
Summary
Pressure ulcer challenges led to the development of the NDNQI Pressure Ulcer Training Program for training nurses and collecting data. Although some aspects of the training program were effective on nurse training, the program design and technology required significant review and improvement on flexibility and ease of use.
References
Bergquist-Beringer, S., Davidson, J., Agosto, C., Linde, N. K., Abel, M., Spurling, K.,… Christopher, A. (2009). Evaluation of the National Database of Nursing Quality Indicators (NDNQI) Training Program on Pressure Ulcers. The Journal of Continuing Education in Nursing, 40(6), 252-258.
Cantrell, W., O’Leary, P., and Ward, S. (2008). Strategies for success in online learning. The Nursing Clinic of North America, 43(4), 547-55. Web.
Sweeney, N. M., Saarmann, L., Flagg, J., & Seidman, R. (2008). The keys to successful online continuing education programs for nurses. The Journal of Continuing Education in Nursing, 39(1), 34-41.