Kim, J.-A.; Jones, L.K.; Terry, D.; Connell, C. An Exploration of Nurses’ Experience Following a Face-to-Face or Web-Based Intervention on Patient Deterioration. Healthcare2023, 11, 3112.
Kim, J.-A.; Jones, L.K.; Terry, D.; Connell, C. An Exploration of Nurses’ Experience Following a Face-to-Face or Web-Based Intervention on Patient Deterioration. Healthcare 2023, 11, 3112.
Kim, J.-A.; Jones, L.K.; Terry, D.; Connell, C. An Exploration of Nurses’ Experience Following a Face-to-Face or Web-Based Intervention on Patient Deterioration. Healthcare2023, 11, 3112.
Kim, J.-A.; Jones, L.K.; Terry, D.; Connell, C. An Exploration of Nurses’ Experience Following a Face-to-Face or Web-Based Intervention on Patient Deterioration. Healthcare 2023, 11, 3112.
Abstract
A clinical simulation web-based program, known as FIRST2ACT (Feedback Incorporating Review and Simulation Techniques to Act on Clinical Trends) is designed to increase the efficacy of cli-nicians’ actions in the recognition and immediate response to a patient’s deterioration. This study, which was nested in a larger mixed method project, used ten focus groups (n=65) of graduate, enrolled, registered nurses, Associate Nurse Unit Managers, and general manag-ers/educators/coordinators from four different institutions to investigate whether nurses felt their practice was influenced by participating in either a face-to-face or web-based simulation educa-tional programme about patient deterioration. Results indicate individuals who were less ‘tech-savvy’ appreciated the flexibility of web-based learning, which increased their confidence. Face-to-face students appreciated self-reflection through performance evaluation. While face-to-face simulations were unable to completely duplicate symptoms, they did show nurses' adaptability. Both interventions enhanced clinical practice by improving documentation and re-plies while also boosting confidence and competence. Web learners initially experienced tech-related anxiety, which gradually subsided, demonstrating healthcare professionals' resilience to new learning approaches. Overall, the study highlighted the advantages and challenges of web-based and face-to-face education in clinical practice, emphasising the importance of adapta-bility and reflective learning for healthcare professionals. Further exploration of specific topics is required to improve practice, encourage knowledge sharing among colleagues, and improve early detection of patient deterioration.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
