Open AccessEnhancing Nigerian Healthcare Providers Competence in Breast Cancer Clinical Pathway Development using Blended Learning Approach
Author(s) -
Kelechi Eguzo,
Usenime Akpanudo,
Chukwuemeka Oluoha,
Nofisat Ismaila,
Aniekan Jacob,
Kingsley Nnah,
Nuhu Tumba,
Mfonobong Udoekong,
Charles Adisa
Publication year - 2021
Publication title -
asian pacific journal of cancer care
Language(s) - English
Resource type - Journals
ISSN - 2588-3682
DOI - 10.31557/apjcc.2021.6.3.271-276
Subject(s) - competence (human resources) , grading (engineering) , breast cancer , medicine , health care , health professionals , clinical practice , medical education , professional development , psychology , nursing , cancer , social psychology , civil engineering , engineering , economics , economic growth
Purpose: Clinical pathways are a means of translating universal clinical guidelines into local protocols to inform clinical practice. This study aimed to evaluate the effectiveness of using a blended learning approach for providing instruction and building competency on the development of breast cancer clinical pathways, using the guidelines from the National Cancer Control Network (NCCN). Methods: A one-group pretest-post test design was used for this study. Participants included healthcare providers and students in Nigeria, who were recruited through social media and professional organizations. The intervention was an online course delivered through Google Classroom, followed by two-day workshops at three locations. Data collection involved pre and post-tests scores from the online course, self-reported evaluation, as well as objective grading of in-person group projects. Results: Over 400 individuals joined the online course while 90 participated in the in-person workshops. Most participants (259/408, 63%) had no prior experience with online education, with an average age of 27.46 (±9.25) years. Data analysis revealed significant increases in mean knowledge scores across all groups from pretest (M=12.76, SE = 0.60) to post test (M =17.25, SE =0.38) p<0.001. Self-reported evaluation showed higher scores regarding chemotherapy administration for blended learning participants. Objective competence scores in developing clinical pathways ranged from 63% to 87%, across three sites. Conclusion: Findings reveal that both an online course alongside in-person workshops can be effective strategies for improving the knowledge and competence respectively of healthcare professionals on clinical pathways development. Participants in the blended learning component demonstrated significantly greater improvement in self-reported confidence scores. We recommend further studies to compare the relative strengths and limitations of these strategies.