Background: Traditionally, learning by and teaching for primary healthcare (PHC) nurses use didactic, teacher-centred approaches. Hence, the feasibility of interactive workshops in non-threatening PHC environments to refresh nurses' knowledge on patient care needs exploring.
Aim: To describe interactive workshops as a learning and teaching method for PHC nurses.
Setting: Primary healthcare clinics.
Methods: Systematic literature search followed by an exploratory experimental pre or post-test control group design. Random clinic sampling ( = 26) led to clinic inclusion at the control ( = 5) and experimental ( = 5) sites. Nurses ( = 42) were conveniently selected for the control ( = 21) and experimental ( = 21) groups. Experimental participants ( = 21) attended interactive workshops ( = 5) where various strategies were applied, whilst addressing key diabetes messages. Both groups completed a questionnaire aligned to diabetes messages pre- and post-workshop. Additionally, a Likert scale questionnaire was posed to the experimental group post-workshop. Data was analysed statistically and presented as descriptive statistics, frequencies and percentages.
Results: Articles reviewed ( = 20) identified types of interactive activities, role players, learning content covered, feasibility and duration of the interactive workshops. Pre or post-testing results of the workshops participants indicate improved knowledge related to peripheral sensation (0.03) and (< 0.01). Results from the questionnaire revealed participants' satisfaction with the interactive workshops.
Conclusion: Interactive workshops as a learning and teaching method could lead to change in knowledge, and participant satisfaction. However, using a combination of interactive workshops and other teaching modalities may enhance learning and teaching further.
Contribution: Interactive workshops are a feasible instructional method during refresher courses for healthcare providers.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8678960 | PMC |
| http://dx.doi.org/10.4102/hsag.v26i0.1643 | DOI Listing |
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