Nursing students' knowledge of working with D/deaf and hard of hearing patients: Evaluation of a deaf awareness elearning package

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2024-10-02 DOI:10.1016/j.nedt.2024.106446

Julia Terry , Ruth Parkinson , Rhian Meara , Rachel England , Martin Nosek , Ioan Humpreys , Andrew Howells

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引用次数: 0

Abstract

Aim

The aim of this study was to evaluate a newly developed Deaf awareness e-learning package with nursing students at one university in Wales, UK.

Background

D/deaf and hard of hearing communities face a multitude of barriers when accessing and receiving healthcare leading to under diagnosis of health conditions and poorer health outcomes in general. Lack of awareness, teaching, and exposure to the D/deaf and hard of hearing populations during health care professional training programmes has been shown to contribute to this health disparity.

Design

A descriptive cross-sectional design was used with two cohorts of undergraduate nursing students at one university in Wales, UK who were invited to undertake a Deaf awareness eLearning package developed with D/deaf communities in Wales.

Methods

Nursing student engagement and course completion were monitored, and evaluation survey questionnaires were implemented.

Results

The Deaf awareness eLearning package evaluation showed engagement with over 400 nursing students, who scored the package an overall mark (1 to 5 stars) of 4.72 out of 5. In total, 227 nursing students completed the eLearning package and received the certificate. Students reported finding the eLearning package very interactive, easy to navigate, thought the three-hour length was about right. However, we would like to know more about factors that influence student non-engagement and dropout.

Conclusions

These findings suggest that eLearning Deaf awareness programs can be successful in increasing knowledge and confidence around communicating with D/deaf and hard of hearing patients for nursing, with potential benefits for wider rollout across wider health and care student and staff populations.

Registration number

Grant number: 101010662\737073].

Tweetable abstract

D/deaf and hard of hearing patients experience barriers in healthcare so health professionals need accessible Deaf awareness training. Our eLearning model shows promise.

查看原文本刊更多论文

护理专业学生与聋人和听力障碍病人共事的知识：聋人意识电子学习包的评估。

目的：本研究旨在对英国威尔士一所大学的护理专业学生新开发的聋人意识电子学习包进行评估：背景：聋人和重听者群体在获取和接受医疗保健服务时面临重重障碍，导致健康状况诊断不足，健康状况普遍较差。在医疗保健专业培训课程中缺乏对聋人和重听人群的认识、教学和接触，已被证明是造成这种健康差异的原因之一：设计：对英国威尔士一所大学的两批护理专业本科生进行了描述性横断面设计，邀请他们学习与威尔士聋人社区共同开发的聋人意识电子学习包：方法：监测护理专业学生的参与情况和课程完成情况，并实施评估调查问卷：聋人意识电子学习软件包的评估结果显示，有 400 多名护理专业学生参与其中，他们对软件包的总体评分（1 到 5 星）为 4.72 分（满分 5 分）。共有 227 名护理专业学生完成了电子学习包的学习并获得了证书。学生们表示，电子学习包互动性很强，易于浏览，并认为三小时的时长恰到好处。不过，我们希望更多地了解影响学生不参与和辍学的因素：这些研究结果表明，电子学习聋人意识课程可以成功地增加护理人员与聋人和重听病人沟通的知识和信心，并有可能在更广泛的健康和护理学生及员工群体中推广：Grant number: 101010662\737073].Tweetable 摘要：聋人和重听患者在医疗保健中会遇到障碍，因此医疗专业人员需要无障碍的聋人意识培训。我们的电子学习模式显示了前景。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.