Continuous learning with a quiz for stroke nurses

Research output: Contribution to journalArticlepeer-review

Abstract

A continuous learning solution was sought which allows stroke nurses to keep the vast body of theoretical knowledge fresh, stay up–to–date with new knowledge, and relate theoretical knowledge to practical experience. Based on the theoretical background of learning in the medical domain, reflective and game–based learning, we carried out a user–oriented design process that involved a focus group and a design workshop. In this process, a quiz that includes both content–based and reflection questions was identified as a viable means of transportation for theoretical knowledge. In this paper we present the result of trialling a quiz with both content–based and metacognitive (reflective) questions in two settings: In one trial the quiz was used by nurses as part of a qualification programme for stroke nurses, in the second trial by nurses outside such a formal continuous learning setting. Both trials were successful in terms of user acceptance, user satisfaction and learning. Beyond this success report, we discuss barriers to integrating a quiz into work processes within an emergency ward such as a stroke unit.
Original languageEnglish
Pages (from-to)265-275
JournalInternational Journal of Technology Enhanced Learning
Volume6
Issue number3
DOIs
Publication statusPublished - 2014

Keywords

  • reflective learning
  • computer-mediated reflection
  • game-based learning
  • professional learning
  • workplace learning

Fields of Expertise

  • Information, Communication & Computing

Treatment code (Nähere Zuordnung)

  • Experimental

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