AN EVALUATION OF CLINICIAN KNOWLEDGE AND SELF-EFFICACY PRE/POST EDUCATION IN PERISTOMAL MANAGEMENT

1 online resource (74 pages) : PDF

2019

University of North Carolina at Charlotte

ABSTRACTKIMBERLY SAUNDERS. An evaluation of clinician knowledge and self-efficacy pre/post education in peristomal management. (Under the direction of DR. KATHLEEN JORDAN)PurposeThe primary purpose of the study was to evaluate the effect of an educational intervention including the use of a clinical reference tool on the clinician’s knowledge and self-efficacy scores in peristomal management. A secondary purpose compared the participant’s knowledge and self-efficacy based on the education delivery method of online education as compared to in-person.Design This education project was a two-group, pre/posttest, descriptive design used to evaluate changes in knowledge and self-efficacy in ostomy management post education intervention. Subjects and SettingThe study groups included physical therapist, nurse, nurse practitioner, physician assistant, and physician practicing in a variety of healthcare areas in the United States. Online participants (n=64) were scattered geographically across thirteen different states, and the in-person groups (n=89) were located in New Jersey, South Carolina, and Hawaii.MethodsThe groups received education (PowerPoint presentations) and a quick reference clinical tool regarding stomal and peristomal presentations and complications. The participants completed pre/post education surveys evaluating knowledge and self-efficacy. ResultsFor the total sample, there was a statistically significant increase in knowledge scores from pre-intervention to post-intervention, t(106) = -16.03, p < 0.001 and a statistically significant increase in self-efficacy scores, t(115) = -6.49, p < 0.001. The knowledge rate of growth was greater in the in-person learning however the self-efficacy scores improved at a higher rate in the online group. ConclusionsThis doctoral project focused on a teaching methodology and its effect on the learner regarding peristomal assessment and treatment. The results have carry-over implications on education techniques and methods of testing knowledge. Online and in-person instruction mutually show improvement in knowledge and self-efficacy. The level of improvement may individually differ according to the teaching methodology and testing approach. Thus, a varied education and testing style is recommended for best knowledge acquisition and implementation into practice.

doctoral dissertations

Nursing
Education, Higher

D.N.P.

Clinician Teaching
Knowledge
Learner Outcomes
Ostomy Education
Peristomal Assessment
Self-Efficacy

Health Services Research

Jordan, Kathleen

Shue-McGuffin, Katie
Cating, Teresa
Zoe, Wei
Towler, Michael

Thesis (D.N.P.)--University of North Carolina at Charlotte, 2019.

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Copyright is held by the author unless otherwise indicated.

Saunders_uncc_0694D_11991

http://hdl.handle.net/20.500.13093/etd:2175