Open Collections

Fok, Michael Derrick Kin Fung

University of British Columbia

Background: Pressure injuries are unfortunately common in healthcare and considered a quality indicator of nursing care. People with darker skin tones are more likely to develop pressure injuries and develop more advanced stages of pressure injuries than people with lighter skin tones. Attention to pressure injuries in people with darker skin tones in nursing education is lacking. Given that the COVID-19 pandemic shifted learning virtually, educational institutions continue to explore blended delivery models that embrace virtual technology as effective ways of instruction. Purpose: The purpose of this study was to determine the effectiveness of a novel online educational module on undergraduate nursing students’ knowledge, attitudes, and skills related to pressure injury prevention and management in darker skin tones. The study also evaluated the students’ perceived effectiveness of a virtual simulation game regarding pressure injury prevention and management. Methods: This pilot study utilized a quasi-experimental (pre- and post-test) design. Data were collected from undergraduate nursing students within British Columbia using validated instruments to measure pressure injury knowledge, attitudes, and perceived effectiveness of the included simulation game. A visual-based classification test measured students’ ability to classify pressure injuries. Results: The e-learning module significantly improved all areas measured. There was a significant improvement in pressure injury knowledge (z = 3.64, n = 23, p < .001) and attitudes towards pressure injury prevention (z = 2.64, n = 23, p = .008). There was a significant increase in visual-based classification skills of pressure injuries [t (23) = p < .001 (one-tailed), 95% CI (1.89-3.78)]. The median score for the Simulation Effectiveness Tool-Modified was 82.5% (range = 21-57). This indicated participants’ self-reported rating of a high effectiveness of the simulation on their learning. Implications: E-learning may be suitable in delivering pressure injury education and may be applicable across different health professions. Further research is required with a larger sample size to detect differences in knowledge, attitudes, and classification skills. For those who participated in the virtual simulation game, it was perceived as effective for their learning. Pressure injury education that includes the spectrum of skin tones are an essential part in improving equitable care.

Text

2024-08-28

Attribution-NonCommercial 4.0 International

http://hdl.handle.net/2429/89068

Nursing

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc/4.0/