The majority of trauma nursing education is focused on the emergency phases of care. We describe the development and evaluation of a trauma eLearning module for the ward environment. The module was developed using adult learning principles and implemented in 2 surgical wards. There were 3 phases of evaluation: (1) self-efficacy of nurses; (2) relevance and usability of the module and; (3) application of knowledge learnt. The majority indicated they had applied new knowledge, particularly when performing a physical assessment (85.7%), communicating (91.4%), and identifying risk of serious illness (90.4%). Self-efficacy relating to confidence in caring for patients, communication, and escalating clinical deterioration improved (p = .023). An eLearning trauma patient assessment module for ward nursing staff improves nursing knowledge and self-efficacy.
Sydney Nursing School, University of Sydney, Sydney, New South Wales, Australia (Prof Curtis and Ms Kourouche); Trauma Service, St George Hospital, Kogarah, New South Wales, Australia (Prof Curtis and Drs Wiseman and Mss Kennedy and Goldsmith); St George Clinical School, Faculty of Medicine, University of New South Wales, Sydney, Australia (Prof Curtis); and The George Institute for Global Health, Sydney, Australia (Prof Curtis).
Correspondence: Kate Curtis, PhD, RN, Trauma Service, St George Hospital, Gray St, Kogarah, NSW, 2217, Australia (email@example.com).
K.C. is part-funded by an NHMRC Translation of Research into Practice Fellowship (GNT 1067639). For the remaining authors, no conflicts of interest were declared.