Open AccessTake 5: Designing and evaluating 5-minute eLearning for busy hospital staff
Author(s) -
Nicholas May,
Jeanne Young,
Lucia Gillman
Publication year - 2021
Publication title -
focus on health professional education a multi-professional journal
Language(s) - English
Resource type - Journals
ISSN - 2204-7662
DOI - 10.11157/fohpe.v22i2.505
Subject(s) - immediacy , intranet , medical education , health care , nursing , professional development , quality (philosophy) , medicine , resource (disambiguation) , health professionals , psychology , computer science , computer network , philosophy , the internet , epistemology , world wide web , economics , economic growth
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.