AI Article Synopsis
- A multimedia-assisted teaching program was developed to enhance pain assessment skills among new nursing staff to improve patient care quality and safety.
- The study involved 86 nurses, with one group receiving traditional lectures and the other group participating in multimedia instruction, allowing for a direct comparison of effectiveness.
- Results showed that the multimedia group had higher satisfaction and knowledge scores, as well as improved communication skills for pain assessment one month after training.
Article Abstract
Background: Pain assessment and treatment are key factors affecting the quality and safety of care for patients and capabilities related to them are crucial for new nursing staff. Consequently, we developed a multimedia-assisted teaching program for nursing newcomers' pain assessment learning to facilitate their practical pain assessment ability. The goal of this study was to evaluate a multimedia instructional program to boost new nurses' ability to conduct pain assessment and treatment, through simulated scenario instruction.
Methods: A quasi-experimental, pretest-posttest design with purposive sampling was used in this study. Eighty-six nurses were enrolled (control group, n = 39; experimental group, n = 47). Both groups underwent traditional pain assessment training in the classroom. The control group received lectures using PowerPoint files; while the experimental group undertook pain assessment training with the same content but delivered via multimedia-assisted instruction based on the ADDIE model. Pre- and post-instruction questionnaires relating to pain knowledge were completed. Participants' competence in performing pain assessment was subsequently evaluated one-month post instruction.
Results: The experimental group had significantly higher satisfaction scores (27.67 ± 3.76 vs. 31.36 ± 3.42, p < .01, respectively), and demonstrated greater knowledge of pain assessment (7.73 ± 0.67 vs. 7.08 ± 0.90, p < .05, respectively) than did the control group. Additionally, when evaluated at the one month follow-up, newcomers in the experimental group had better communication ability to perform pain assessment (26.58 ± 3.01 vs. 25.08 ± 3.32, p < .05, respectively).
Conclusions: The program can improve nurses' pain assessment knowledge and competence. Newcomers were able to better respond to patients in pain, which is essential for pain assessment. This pilot study thus suggests a new, multimedia program for training nursing newcomers in pain assessment.
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Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6398238 | PMC |
| http://dx.doi.org/10.1186/s12909-019-1496-z | DOI Listing |
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