ObjectivesTo identify which teaching methods are most effective at increasing essential stroke knowledge for nurses working with stroke patients.DesignA systematic review of the literatureData sourcesThe following sources were searched: MEDLINE, EMBASE, Cochrane Library, BioMed Central, ERIC (U.S. Dept. of Education), Informa - Informa HealthcareReview methodsThe following search terms were used to search all fields: stroke, nursing, training, knowledge limited to: stroke, stroke patients, aphasia, patient care team, nurses, nursing, caregivers. Results were limited to English language and peer-reviewed journal articles. All the identified papers were screened and reviewed by two authors. The reference lists of included papers were hand searched for other eligible articles. ResultsSeven articles included quantitative data analysing the change in knowledge produced by a specific teaching intervention. Four types of teaching methods were assessed; simulation or experiential learning, interactive classroom teaching, personal reflection and e-learning. Five studies tested knowledge acquisition using questionnaires post-teaching. All five showed an increase in knowledge in the immediate post-test scores. Three studies repeated knowledge tests at follow-up ranging from 8-12 weeks. Longer follow-up appears to be associated with more loss of knowledge. Work-based coaching following teaching appeared to enhance the maintenance of knowledge in one study. ConclusionsA range of teaching methods have been shown to be successful in the short-term in increasing stroke-related knowledge of nursing staff. There does not seem to be any obvious superiority of any particular educational approach over another. Work-based coaching following teaching may help to retain knowledge, but follow-up beyond eight weeks would be required to confirm this.
|Number of pages||17|
|Publication status||Published - 2015|
- Stroke, Nursing Education, Teaching, Professional Competence, Educational Models