dc.contributor.author | Stankiewicz, M | |
dc.contributor.author | Webster, J | |
dc.contributor.author | Wallis, M | |
dc.contributor.author | Tallot, M | |
dc.contributor.author | Chaboyer, W | |
dc.date.accessioned | 2019-03-21T02:25:35Z | |
dc.date.available | 2019-03-21T02:25:35Z | |
dc.date.issued | 2016 | |
dc.identifier.issn | 1837-6304 | |
dc.identifier.uri | http://hdl.handle.net/10072/100874 | |
dc.description.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. | |
dc.description.peerreviewed | Yes | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | Cambridge Publishing | |
dc.publisher.uri | https://www.woundsaustralia.com.au/journal/ | |
dc.relation.ispartofpagefrom | 100 | |
dc.relation.ispartofpageto | 107 | |
dc.relation.ispartofissue | 2 | |
dc.relation.ispartofjournal | Wound Practice and Research | |
dc.relation.ispartofvolume | 24 | |
dc.subject.fieldofresearch | Nursing | |
dc.subject.fieldofresearch | Nursing not elsewhere classified | |
dc.subject.fieldofresearchcode | 4205 | |
dc.subject.fieldofresearchcode | 420599 | |
dc.subject.keywords | Constructivism theory | |
dc.subject.keywords | Education | |
dc.subject.keywords | Pressure injury recognition and assessment | |
dc.title | An education program for pressure injury recognition and assessment utilising constructivism teaching method | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dc.type.code | C - Journal Articles | |
gro.rights.copyright | © 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. | |
gro.hasfulltext | Full Text | |
gro.griffith.author | Chaboyer, Wendy | |