An education program for pressure injury recognition and assessment utilising constructivism teaching method

Abstract

Background: Constructivism theoretical framework was used as the fundamental base in developing a nursing education program. This required education of research assistants employed as outcome assessors for a pressure injury prevention study. Outcome assessors were required to correctly identify pressure injury stages and whether or not a pressure injury developed throughout the project. Objectives: To evaluate the knowledge developed by outcome assessors as a consequence of engaging in the education program. Methods: The education program was delivered to 25 outcome assessors across five sites in Australia. A purposedesigned instrument was developed for the education day’s program, which included 27 pre-test and post-test questions. A paired samples t-test was used to compare changes in pre-test and post-test scores. Results: The success of the education day was highlighted by higher post-test scores, compared with the scores obtained prior to pressure injury education. The combined pre-test score was 13.3 (SD±4.4) compared with a higher post-test score of 21.1 (SD±2.6) (p<0.02). Conclusion: Through the use of constructivism theoretical educational framework, outcome assessors were able to improve their knowledge about pressure injury assessment and staging. Pre-test scores were lower than post-test scores, indicating increased knowledge as a result of the education session.