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

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    TallotPUB2720.pdf (183.7Kb)
    Author(s)
    Stankiewicz, M
    Webster, J
    Wallis, M
    Tallot, M
    Chaboyer, W
    Griffith University Author(s)
    Chaboyer, Wendy
    Tallott, Mandy
    Webster, Joan
    Wallis, Marianne
    Year published
    2016
    Metadata
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    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 ...
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    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.
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    Journal Title
    Wound Practice and Research
    Volume
    24
    Issue
    2
    Publisher URI
    https://www.woundsaustralia.com.au/journal/
    Copyright Statement
    © 2016 AWMA. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Nursing
    Nursing not elsewhere classified
    Constructivism theory
    Education
    Pressure injury recognition and assessment
    Publication URI
    http://hdl.handle.net/10072/100874
    Collection
    • Journal articles

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