A continuing education conference about patients with parkinson’s disease and their caregivers

Research output: Contribution to journalArticle

Abstract

Background: Conferences—formal meetings for learning—are a common venue for nurses to receive continuing education. This study used multimodal strategies, such as storytelling, lecture, case presentation, and discussions, to a deliver conference presentation. Method: Seventy-five and 69 rehabilitation nurses completed pretest and posttest surveys, respectively. Using an evaluative research design, seven questions measured the change in knowledge for Parkinson’s disease (PD) and PD patient caregiver’s needs. Two additional questions measured the change in comfort level with both topics. Results: For knowledge questions, the mean (± SD) number of correct questions significantly increased from 3.4 (±1.0) to 5.2 (±0.9) (t = -10.0, p < .001). Participants reported increased comfort with PD and caregivers’ needs, which was also statistically significant. Conclusion: Multimodal education strategies can provide robust conference experiences and improve learning. For the successful transfer of knowledge to diverse learners, careful planning of conference content must include attention to diverse teaching strategies.

Original languageEnglish (US)
Pages (from-to)270-275
Number of pages6
JournalJournal of Continuing Education in Nursing
Volume48
Issue number6
DOIs
StatePublished - Jan 1 2017

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Continuing Education
Caregivers
caregiver
Parkinson Disease
Disease
Nurses
education
nurse
Teaching
Research Design
Rehabilitation
teaching strategy
Learning
research planning
rehabilitation
Education
planning
knowledge
learning
experience

Cite this

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title = "A continuing education conference about patients with parkinson’s disease and their caregivers",
abstract = "Background: Conferences—formal meetings for learning—are a common venue for nurses to receive continuing education. This study used multimodal strategies, such as storytelling, lecture, case presentation, and discussions, to a deliver conference presentation. Method: Seventy-five and 69 rehabilitation nurses completed pretest and posttest surveys, respectively. Using an evaluative research design, seven questions measured the change in knowledge for Parkinson’s disease (PD) and PD patient caregiver’s needs. Two additional questions measured the change in comfort level with both topics. Results: For knowledge questions, the mean (± SD) number of correct questions significantly increased from 3.4 (±1.0) to 5.2 (±0.9) (t = -10.0, p < .001). Participants reported increased comfort with PD and caregivers’ needs, which was also statistically significant. Conclusion: Multimodal education strategies can provide robust conference experiences and improve learning. For the successful transfer of knowledge to diverse learners, careful planning of conference content must include attention to diverse teaching strategies.",
author = "Bhimani, {Rozina H} and Hailey Palluck and {Mathiason Moore}, {Michelle A} and Anderson, {Lisa C}",
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AU - Bhimani, Rozina H

AU - Palluck, Hailey

AU - Mathiason Moore, Michelle A

AU - Anderson, Lisa C

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N2 - Background: Conferences—formal meetings for learning—are a common venue for nurses to receive continuing education. This study used multimodal strategies, such as storytelling, lecture, case presentation, and discussions, to a deliver conference presentation. Method: Seventy-five and 69 rehabilitation nurses completed pretest and posttest surveys, respectively. Using an evaluative research design, seven questions measured the change in knowledge for Parkinson’s disease (PD) and PD patient caregiver’s needs. Two additional questions measured the change in comfort level with both topics. Results: For knowledge questions, the mean (± SD) number of correct questions significantly increased from 3.4 (±1.0) to 5.2 (±0.9) (t = -10.0, p < .001). Participants reported increased comfort with PD and caregivers’ needs, which was also statistically significant. Conclusion: Multimodal education strategies can provide robust conference experiences and improve learning. For the successful transfer of knowledge to diverse learners, careful planning of conference content must include attention to diverse teaching strategies.

AB - Background: Conferences—formal meetings for learning—are a common venue for nurses to receive continuing education. This study used multimodal strategies, such as storytelling, lecture, case presentation, and discussions, to a deliver conference presentation. Method: Seventy-five and 69 rehabilitation nurses completed pretest and posttest surveys, respectively. Using an evaluative research design, seven questions measured the change in knowledge for Parkinson’s disease (PD) and PD patient caregiver’s needs. Two additional questions measured the change in comfort level with both topics. Results: For knowledge questions, the mean (± SD) number of correct questions significantly increased from 3.4 (±1.0) to 5.2 (±0.9) (t = -10.0, p < .001). Participants reported increased comfort with PD and caregivers’ needs, which was also statistically significant. Conclusion: Multimodal education strategies can provide robust conference experiences and improve learning. For the successful transfer of knowledge to diverse learners, careful planning of conference content must include attention to diverse teaching strategies.

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