Take 5: Designing and evaluating 5-minute eLearning for busy hospital staff

Authors

DOI:

https://doi.org/10.11157/fohpe.v22i2.505

Keywords:

Take 5, five-minute education, microlearning, online clinical education, continuing education, inter-professional education, eLearning, Royal Perth Hospital Royal Perth Bentley Group

Abstract

Introduction: Ongoing professional education is an essential activity to ensure that hospital staff are using the best available evidence to deliver healthcare. Hospital staff from a range of professional groups cite increasing work volume and being too time poor to complete or attend education. To address this issue, a new 5-minute online education format (Take 5) was developed.Methods: A descriptive study using a short evaluation survey was undertaken at Royal Perth Hospital in Perth, Western Australia, to evaluate interprofessional healthcare staffs’ levels of engagement with the new education format.Results: The Take 5 education format facilitated the development of over 120 topics available via an intranet library page. During the study, it received 26,623 hits, averaging 19.3 visits per day. Topics were downloaded 45,611 times. Medication discrepancies (n = 1,326) and personal protective equipment (PPE) conservation (n = 1,115) were the most frequently downloaded. A total of 2,001 evaluation surveys were received, with nursing and medicine having the highest participation. The majority of staff (n = 1,895; 94.4%) rated the resource as having “good” to “high” quality content. Qualitative data showed that the topics were informative, easy to access and understand and perceived to help the participants change their clinical practice.Conclusion: The Take 5 uptake has been strong and sustained, as highlighted by the substantive utilisation and evaluation. The concept was not designed to replace formal education but to act as an adjunct, providing key education to meet staff demands. It provided immediacy of information and quality evidence-based content and directed the learner to more formal learning content and resources.

Author Biographies

Nicholas May, Royal Perth Bentley Group

Nick May has over 40 years’ experience in nursing in a wide variety of acute hospital clinical settings including Cardiology, Intensive Care, Emergency, Midwifery and Aero-Medical Nursing with the Royal Flying Doctor Service.Nick developed his passion for education as a clinical educator for 12 years in a busy city centre emergency department before graduating to hospital-wide education portfolios. His current portfolio is Organisational Development and Innovation which has required him to expand his skill-set into the Inter-professional arena.Nick enjoys personal development coaching and is a passionate advocate for medication safety. In 2019 Nick was made a Health Round Table Innovation Fellow in recognition of his sharing the Take 5 education format across Australia and New Zealand.

Jeanne Young, Royal Perth Bentley Group

Jeanne has worked in nursing research for over 23 years undertaking research projects in bowel cancer, incontinence, pressure injuries and emergency medicine.She has received $1,449,034 in research funding and has 24 national and international peer reviewed publications.

References

Brooks, H. L., Pontefract, S. K., Vallance, H. K., Hirsch, C. A., Hughes, E., Ferner, R. E., Marriott, J. F., & Coleman, J. J. (2016). Perceptions and impact of mandatory eLearning for foundation trainee doctors: A qualitative evaluation. PLoS ONE, 11(12), Article e0168558. https://doi.org/10.1371/journal.pone.0168558

Buchem, I., & Hamelmann, H. (2010). Microlearning: A strategy for ongoing professional development. eLearning Papers, 1(21), 1–15. https://documents.pub/document/microlearning-a-strategy-for-ongoing-professional-development-5584a481f0d8e.html

Dankbaar, M. E., & de Jong P. G. (2014). Technology for learning: How it has changed education. Perspectives in Medical Education, 3(4), 257–259. https://doi.org/10.1007/s40037-014-0141-0

De Gagne, J., Park, H., Hall, K., Yamane, S., & Kim, S. (2019). Microlearning in health professions education: Scoping review. JMIR Medical Education, 5(2), Article e13997. https://doi.org/10.2196/13997

Garside, M. J., Fisher, J. M., Blundell, A. G., & Gordon, AL. (2018). The development and evaluation of mini-GEMs: Short, focused, online e-learning videos in geriatric medicine. Gerontology & Geriatrics Education, 39(2), 132–143. https://doi.org/10.1080/02701960.2016.1165217

Guiney, P. (2015). E-learning in the workplace: An annotated bibliography. https://www.educationcounts.govt.nz/publications/e-Learning/e-learning-in-the-workplace

Kim, K. J., Kang, Y., & Kim, G. (2017). The gap between medical faculty's perceptions and use of e-Learning resources. Medical Education Online, 22(1), Article 1338504. https://doi.org/10.1080/10872981.2017.1338504

Lewis, K. O., Cidon, M. J., Seto, T. L., Chen, H., & Mahan, J. D. (2014). Leveraging e-Learning in medical education. Current Problems in Pediatric and Adolescent Health Care, 44(6), 150–163. https://doi.org/10.1016/j.cppeds.2014.01.004

May, N. (2019). Take 5 final report. Royal Perth Bentley Group.

McNamara, D. A., Rafferty, P., & Fitzpatrick, F. (2016). An improvement model to optimise hospital interdisciplinary learning. International Journal of Health Care Quality Assurance, 29(5), 550–558. https://doi.org/10.1108/IJHCQA-10-2015-0131

Paull, G. (2017). Take 5 implantable devices: Permanent pacemakers. St Georges Hospital. New South Wales Health South, Eastern Sydney Local Health District, Sydney, Australia.

Rohwer, A., Motaze, N., Rehfuess, E., & Young, T. (2017). E-learning of evidence based health care (EBHC) to increase EBHC competencies in healthcare professionals: A systematic review. Campbell Systematic Reviews, 13(1), 1–147. https://doi.org/10.4073/csr.2017.4

Stevanovic, J., Atanasijevic, T., Atanasijevic, S., & Zhar, M. (2019, September 26–27). Raising the skills of business analysts: The benefits of eLearning technologies in corporate education [Paper presentation]. 10th International Conference on eLearning, Belgrade, Serbia. https://doi.org/10.13140/RG.2.2.28680.37129

Subramanian, K. (2017). Product promotion in an era of shrinking attention span. International Journal of Engineering and Management Research, 7(2), 85–91.

Taveira-Gomes, T., Ferreira, P., Taveira-Gomes, I., Severo, M., & Ferreira, M. (2016). What are we looking for in computer-based learning interventions in medical education? A systematic review. Journal of Medical Internet Research, 18(8), Article e204. https://doi.org/10.2196/jmir.5461

Vaona, A., Banzi, R., Kwag, K. H., Rigon, G., Cereda, D., Pecoraro, V., Tramacere, I., & Moja, L. (2018). E-learning for health professionals. Cochrane Database of Systematic Reviews, 1, Article CD011736. https://doi.org/10.1002/14651858.CD011736.pub2

Zaman, S., Broggi, P., King, M., Hunter, B., Meads, B., & Mortiboy, A. (2018). Take 5: The F word frailty. Mid Central District Health Board, New Zealand.

Downloads

Additional Files

Published

2021-07-30

Issue

Section

Articles