microlearning

"WhatsApp is best!" Acceptability and feasibility of WhatsApp-based HIV microlearning for healthcare workers in remote South African clinics: A pragmatic, mixed-methods, cluster-randomised trial

Wed, 04 Jun 2025 08:21:30 +0000

Author Names: Chisholm B.S.,Wallace M.L.,Blockman M.,Orrell C.

Database Source: Embase Daily Updates

Journal Title: Nurse education in practice

Article Title: "WhatsApp is best!" Acceptability and feasibility of WhatsApp-based HIV microlearning for healthcare workers in remote South African clinics: A pragmatic, mixed-methods, cluster-randomised trial

Year: 2025

Issue:

Volume: 86

Abstract: AIM: To determine the usability of WhatsApp-based HIV microlearning for healthcare workers. This paper reports acceptability and feasibility. BACKGROUND: HIV guidelines are regularly updated making ongoing training essential. Distance, infrastructure, human and financial resource constraints are challenges to training in South Africa. Innovative, accessible, scalable and sustainable training is needed. The country has 100 % mobile phone penetration; 93 % WhatsApp use. DESIGN: A pragmatic, mixed-methods, parallel-group cluster-randomised trial, conducted in 50 clinics, with intervention and control groups receiving training at different times. <br/>METHOD(S): 233 nurses and 206 community health workers participated. Short case-based lessons were held in WhatsApp groups. Uptake, feasibility, accessibility, changes in knowledge and patient care were measured with analysis of online questionnaires, WhatsApp interactions, focus groups and folder reviews. Focus group sampling was purposive and convenience. Twelve focus groups and one interview were held, with 21 nurses and 42 community health workers. Qualitative data were analysed using template analysis. <br/>RESULT(S): Overall sentiment was positive, with 98 % of participants saying they would participate if the training were held weekly throughout the year. Three themes described sentiment: (1) 'WhatsApp group is best' - training was effective and interesting; easy and enjoyable; live group learning, with trainer access was appreciated; and further training was wanted; (2) Challenges - infrastructural/technology-based; language barriers/jargon; and message fatigue; (3) Recognition, appreciation and empowerment. Participants expressed satisfaction, with 98.6 % of nurses and 95.2 % of CHWs finding the training useful. <br/>CONCLUSION(S): WhatsApp-based microlearning for healthcare workers is feasible and well-received. Future research should explore application at scale.<br/>Copyright © 2025 The Authors. Published by Elsevier Ltd.. All rights reserved.

Beyond Tik Tok: Using Microlearning to Enhance Continuing Education for Geriatric Mental Health...Annual Scientific Meeting of the Canadian Academy of Geriatric Psychiatry and Canadian Coalition for Seniors' Mental Health, September 27-28, 2024, Vancouver

Sun, 01 Jun 2025 04:00:00 +0000

Canadian Geriatrics Journal; 06/01/2025
(AN 185685497); ISSN: 19258348
CINAHL Complete

Learning MRI with ImmeRgaMe: Exploring the pedagogical potential of an innovative serious game for radiographer training.

Thu, 01 May 2025 04:00:00 +0000

Radiography; 05/01/2025
This study aimed to assess the potential of ImmeRgaMe , an innovative 360° immersive serious game, to enhance motivation and engagement in MRI education for first-year radiographer students. The platform was developed as part of an educational innovation initiative and designed to complement traditional teaching methods. It integrates storytelling, progression mechanisms, and interactive tools to teach MRI safety protocols, physical principles, and clinical methods. Beta testing involved 42 participants (students and educators) who completed standardized surveys to evaluate gameplay, usability, and learning outcomes. The impact of microlearning videos embedded in the game was also assessed through pre- and post-test quizzes with 63 first-year students. The beta version received positive feedback, with over 90 % of participants rating the gameplay and integrated tools as satisfactory. Students demonstrated improved performance in quizzes after using the microlearning videos, with an average score increase of 19 % across tests. Survey results indicated that 97 % of respondents found the videos helpful for understanding course content, and 86 % believed the game could support their progress during MRI internships. ImmeRgaMe effectively fosters student motivation and engagement, bridging the gap between theoretical and practical knowledge in MRI training. While promising, further refinement and broader testing are needed to evaluate its impact on knowledge retention and skills development, as well as its applicability to other imaging modalities. The implementation of serious games like ImmeRgaMe in radiography education could reshape and modernize traditional teaching methods. By adapting this approach to other imaging modalities, educators could offer immersive and interactive learning experiences, fostering self-regulated learning and aligning training with the complex demands of clinical practice.
(AN 185202053); ISSN: 10788174
CINAHL Complete

How microlearning is reshaping neurology and neuroscience.

Thu, 01 May 2025 04:00:00 +0000

Brain: A Journal of Neurology; 05/01/2025
(AN 185679073); ISSN: 00068950
CINAHL Complete

The Daily Fact Pile: Exploring Mutual Microlearning in Neurology Resident Education.

Tue, 01 Apr 2025 04:00:00 +0000

Teaching & Learning in Medicine; 04/01/2025
Problem: A significant proportion of learning during residency takes place through informal channels. Spontaneous collaboration among medical learners significantly contributes to this informal learning and is increasingly recognized as a component of the hidden curriculum in medical education. Yet historically, a disproportionate emphasis in medical education has been placed on didactic, structured, and faculty-initiated methods, leaving an important force in medical education understudied and underutilized. We hypothesize that there is significant educational potential in studying and deploying targeted tools to facilitate collaboration among medical learners. Intervention: At our institution, neurology residents implemented the "Daily Fact Pile" (DFP), a resident-led, email-based collaboration that served as a platform to share clinical pearls in an informal, digital way. Participation was voluntary and participants were encouraged to share facts that were new to them and thought to be clinically relevant. Motivated by the positive collective experience, we conducted a retrospective examination of this phenomenon. In this context, we developed the concept of "mutual microlearning" to characterize this efficient, multidirectional exchange of information. Context: Thirty-six residents in a single neurology residency program utilized the DFP at a large university hospital in the USA between 2018 and 2019. After 21 months of spontaneous and voluntary participation, we assessed the feasibility of the DFP, its impact on the education and morale of neurology residents, and compared its mutual microlearning approach to traditional lectures. This was done through a survey of the DFP participants with a response rate of 80.7%, and analysis of the statistics of participation and interaction with the DFP. Impact: Most participants felt that the DFP was beneficial to their education and thought they often or always learned something new from reading the DFP. The impact of the DFP extended beyond education by improving interest in neurology, morale, and sense of teamwork. The DFP was feasible during neurology residency and participation was high, though participants were more likely to read facts than share them. Lessons learned: Mutual microlearning represents an opportunity to augment residents' education, and well-designed mutual microlearning tools hold promise for complementing traditional teaching methods. We learned that efficiency, ease of use, and a supportive, non-judgmental environment are all essential to the success of such tools. Future research should delve deeper into the underlying mechanisms of mutual microlearning to establish its position within the theoretical frameworks of medical education.
(AN 183684334); ISSN: 10401334
CINAHL Complete

Patient Education 101.

Sat, 01 Mar 2025 05:00:00 +0000

Nephrology Nursing Journal; 03/01/2025
Patient education is a professional responsibility of all registered nurses (RNs); however, many RNs have never been taught how to teach, and specifically, how to teach patients. Teaching is a specialty all its own, and requires knowledge of principles and practices of teaching. This article provides basic information for RNs who are providing patient education, including learning theories and styles, learning environments, teaching strategies (communication, teach-back, microlearning, feedback, debriefing and reflective practice, educational materials), patient assessment (motivational interviewing, health literacy), planning (goals and objectives), competency, implementation, and evaluation.
(AN 184576079); ISSN: 1526744X
CINAHL Complete

Microlearning as a Concept to Optimize Integrated Services for Racially/Ethnically Diverse Families of Autistic Children.

Sat, 01 Feb 2025 05:00:00 +0000

Journal of Developmental & Physical Disabilities; 02/01/2025
Children on the spectrum often require both formal services and natural unpaid support from caregivers. Recent autism surveillance study in the US has reported an increase in racially/ethnically diverse autistic children (Maenner et al. in MMWR Surveillance Summaries 72(2):1, 2023). Standing at the intersection of race, disability and sometimes immigration status, racially/ethnically diverse autistic children and their caregivers face a plethora of barriers in accessing services and support. The time and effort devoted to learning this knowledge and managing services and support is significant (Brewer in Social Science & Medicine 215:61–68, 2018). As a result, families with low resources often struggle to maintain attendance once recruited to participate in parent training interventions (Carr et al. in Autism 20(6):643–652, 2016; Kasari et al. in Pediatrics, 134(1):e72–e79, 2014). Furthermore, these structural challenges can lead to elevated caregiver stress (DeLambo et al. in Journal of Developmental and Physical Disabilities 23:129–141, 2011; Martinez & Turnage in Issues in Mental Health Nursing 43(11):1030–1040, 2022), which in turn impacts their ability to learn new strategies and manage services (Marin et al. in Neurobiology of Learning and Memory 96(4):583–595, 2011). In the current paper we propose the adoption of using microlearning concept to breakdown culturally responsive interventions into bite-sized chunks to reach caregivers juggling with caregiving and other structural challenges. We present the process of adapting Parents Taking Action, a community-based culturally appropriate intervention targeting racially/ethnically diverse families of young autistic children, using the microlearning approach. We further discuss how the microlearning concept can be applied and its limitations.
(AN 182471426); ISSN: 1056263X
CINAHL Complete

Mobile Microlearning in Continuing Professional Development for Nursing: A Scoping Review.

Sat, 01 Feb 2025 05:00:00 +0000

Journal of Continuing Education in Nursing; 02/01/2025
Background: Mobile microlearning (MML) provides concise and engaging educational activities that correspond with various learning preferences and styles. Microlearning is defined as bite-sized instruction, with modules ranging from approximately 90 seconds to 5 minutes. To consider MML as a form of continuing professional development it is essential first to identify the learning preferences of a new generation of nurses entering the professional field of health care. Method: This scoping review addresses generational learning preferences using current technological approaches to identify nurses' interest in using MML as a form of continuing professional development. Results: A total of 34 articles were identified for this scoping review. Conclusion: Little information was available on microlearning and nursing addressing both formal education and continuing professional development. Among the studies evaluated on MML for this project, a thread of discrepancy included (a) inconsistent definitions of time limitations, (b) the significance of MML for continuing professional development, and (c) application to knowledge translation and research dissemination. [J Contin Educ Nurs. 2025;56(2):53–62.]
(AN 182539886); ISSN: 00220124
CINAHL Complete

Timing is Everything: Using a Phased Toolkit Approach in Large-Scale Education.

Wed, 01 Jan 2025 05:00:00 +0000

Clinical Nurse Specialist: The Journal for Advanced Nursing Practice; 01/01/2025
Purpose: This article aims to share an innovative way to use virtual toolkits in large-scale education. Description of Program: An incredible number of educational needs exist at any time in the hospital setting. Sharing information with hundreds of nurses in different departments or campuses is a vast undertaking for the clinical nurse specialist (CNS). At times, the material required for a single educational endeavor can be substantial, presenting another challenge for the CNS. Based on principles from Cognitive Load Theory and microlearning, a toolkit methodology allows in-depth education to be broken down into manageable portions for leaders, CNSs, and/or nursing professional development practitioners to effectively share with staff. The toolkit educational strategy utilizes calendar reminders with educational flyers, links, and content attached, making education accessible and easy to share. Outcome: This method is an effective way to educate staff without requiring traditional class time. Conclusion: CNSs, nursing professional development practitioners, and leaders alike can use the toolkit strategy for rolling out large initiatives in smaller portions over time, which can lead to better uptake and retention of information.
(AN 181522561); ISSN: 08876274
CINAHL Complete

Human Development via Microlearning to Improve Nurse Engagement and Patient Experience.

Sun, 01 Dec 2024 05:00:00 +0000

Nurse Leader; 12/01/2024
Nurse engagement and patient experience suffered at the height of the pandemic. To deliver excellence in patient care, healthcare organizations will need to refuel and sustain employees' emotional well-being and, at the same time, provide employees with tools and techniques for reconnecting with purpose and improving patient experience. Virtua Health had rapid and remarkable improvements in both nurse engagement and patient experience scores after partnering with Practicing Excellence® to deploy microlearning content around connection, collaboration, and leadership. This approach enabled organization-wide, evidence-based, application-oriented skill building that effectively served as a catalyst for transformational improvements in nurse engagement and patient experience.
(AN 181160577); ISSN: 15414612
CINAHL Complete

Small Victories: Microlearning gains traction in professional development.

Fri, 01 Nov 2024 04:00:00 +0000

American Libraries; 11/01/2024
(AN 180577562); ISSN: 00029769
CINAHL Complete

Perceptions and Use of Automated Hospital Outcome Data by EMS Providers: A Pilot Study.

Fri, 01 Nov 2024 04:00:00 +0000

Western Journal of Emergency Medicine: Integrating Emergency Care with Population Health; 11/01/2024
Background: Our primary objective evaluated the perception of emergency medical service (EMS) providers’ review of automated hospital outcome data. Secondarily, we assessed participation in outcome review as a means of microlearning to obtain continuing education (CE). Methods: From October–December 2023, three high-volume EMS systems participated in a three-part intervention with results evaluated using a mixed-methods approach. First, EMS providers (emergency medical technicians and paramedics) were invited, via their electronic health record (EHR), to complete a presurvey evaluating their perceptions of reviewing outcomes. Then, EMS providers were notified about the opportunity to earn CE via a microlearning intervention, offering Commission on Accreditation for Pre-Hospital Continuing Education (CAPCE)-approved CE hours for completion of outcome reviews and associated learning modules. Finally, EMS providers were invited to complete a post-survey mirroring the pre-survey. Qualitative analyses identified themes among open-ended responses. Quantitative analyses examined perceptions between pre- and post- surveys. Results: Of 843 providers contacted, 217 responded to the pre-survey (25.7%). The most endorsed rationale for reviewing outcomes included improving clinical knowledge (95%), improving patient care (94%), and knowing whether care made a difference (93%). Nearly all (91%) reported being more likely to review outcomes if CE were awarded. Among the 67 who completed the open-ended items, the three dominant themes included enhance personal confidence and competence (43%); acquire personal knowledge (39%); and operations (21%). Of 211 providers who participated in the intervention, 56 (27%) were awarded CE. A total of 152 providers responded to the post-survey, and the percentage who agreed that reviewing outcomes improves job satisfaction rose from 89% to 95% between pre- and postsurveys (P = 0.05). Conclusion: EMS providers supported the personal and professional development and patient care improvement of reviewing patients’ outcomes with associated CE. Further study is warranted to evaluate the generalizability of these findings and the best user experience.
(AN 181265580); ISSN: 1936900X
CINAHL Complete

Nurses You Should Know: The power of online microlearning to decolonize nursing's history.

Sun, 01 Sep 2024 04:00:00 +0000

Nursing Outlook; 09/01/2024
Black, Hispanic, Indigenous, Native American, Asian, and Pacific Islander nurses have played a critical role in shaping professional nursing and health care. Despite their contributions, the narrative of nursing's origin has predominantly revolved around the legacy of a single white British nurse, Florence Nightingale. This paper presents the development of the Nurses You Should Know (NYSK) project, which sought to decolonize the narrative surrounding nursing's history and highlight the contributions and experiences of past and present-day nurses of color. The NYSK project utilized an Equity-Centered Community Design process, incorporating microlearning strategies, storytelling, and history to develop a digital library of over 100 stories of nurses of color that capture nursing's rich and complex history. Utilized as a resource within nursing curricula, the NYSK project stands as a testament to the power of history in promoting a more inclusive and equitable future for nursing, offering valuable insights for educators, researchers, and practitioners. • Nursing history is a core component of nursing education, practice, and research. • Decolonizing nursing education requires an integration of diverse perspectives. • Microlearning and storytelling are innovative pedagogical practices. • Nurses of color, in the past and present, have shaped the nursing profession.
(AN 180333080); ISSN: 00296554
CINAHL Complete

Development and evaluation of a blended learning training programme for pharmacy technicians' continuing education.

Sun, 01 Sep 2024 04:00:00 +0000

European Journal of Hospital Pharmacy; 09/01/2024
Objectives The role of the pharmacy technician (PT) has expanded in recent years, requiring new competencies, better communications skills and high-level knowledge about drugs. The objective of this study is to develop and evaluate a blended learning programme for PTs' continuing professional development. Methods A blended learning programme designed to enhance knowledge, skills and attitudes was created using a six-step approach to curriculum development for medical education. The first part included three short microlearning videos to improve knowledge; the second consisted of a 1.5 hour 'edutainment' session for groups of 5--6 PTs to deepen their knowledge and practice skills. Impacts on knowledge, degree of certainty and self- perceived competence were evaluated before training (pre-test), after the microlearning (post-test 1) and after the edutainment session (post-test 2). Results The three microlearnings were entitled 'Communication', 'Cut-crush a tablet/open a capsule' and 'Pharmacy website'. The edutainment session used team-based learning, game-based learning, peer instruction and simulation. Twenty-six PTs of mean±SD age 36±8 years participated. Pre-test and post-test 1 evaluation scores showed significant overall improvements in mean knowledge (9.1/18 vs 12.1/18, p<0.001), mean degree of certainty (3.4/5 vs 4.2/5, p<0.001) and mean self- perceived competence (58.6/100 vs 72.3/100, p<0.001). After post-test 2, mean knowledge (12.1/18 vs 13.1/18, p=0.010) and mean self-perceived competence (72.3/100 vs 81.1/100, p=0.001) scores had improved, but not mean degree of certainty (4.2/5 vs 4.4/5, p=0.105). All participants found the blended learning programme suitable for their continuing professional development. Conclusions The present study showed the positive effects of using our blended learning programme to improve PTs' knowledge, degree of certainty and self-perceived competence, to their great satisfaction. This pedagogical format will be integrated into PTs' continuing professional development and include other educational topics.
(AN 180867391); ISSN: 20479956
CINAHL Complete

A Scoping Review of Online Teaching in Undergraduate Surgical Training.

Thu, 01 Aug 2024 04:00:00 +0000

Indian Journal of Surgery; 08/01/2024
This scoping review aimed to map the use of online teaching methods in undergraduate surgical education globally. A systematic search of the literature for articles published between 2016 and 2021 was undertaken in PubMed/Medline, Scopus, CENTRAL, and ERIC databases. Records were screened independently and in duplicate. Data was extracted from the included studies and emerging themes analysed. We screened 2142 records, and 196 records were assessed for eligibility. Fifty-six studies were included. Most studies (47/56) were from high-income country settings. Studies were categorised based on their reported focus: curriculum incorporating online teaching methods (16/56), online assessment techniques (2/56), use of social media in surgical education (6/56), virtual reality (6/56), microlearning methods (9/56), and online surgical skills training (17/56). Most studies, 55.4% (31/56) described changes made to surgical undergraduate training due to COVID-19. The main online teaching methods comprised video-based instruction on core surgical topics and skills training. The main advantages of online teaching and learning methods were convenience, access, and availability of resources, and the opportunity for self-paced learning. Disadvantages related to poor internet connectivity, and lack of essential infrastructure. Online methods are novel and facilitated the continuation of teaching and learning activities during COVID-19. However, it is unlikely that pure e-learning will replace traditional teaching, and hybrid/blended modes of instruction should be explored to better understand its application in medical education. Further long-term studies are needed to evaluate the impact of online teaching on students' clinical competency.
(AN 180374282); ISSN: 09722068
CINAHL Complete

Educating primary care physicians about eating disorders: Pilot data from a microlearning programme.

Mon, 01 Jul 2024 04:00:00 +0000

European Eating Disorders Review; 07/01/2024
Background: Over two‐thirds of people present to their primary care physician (or general practitioner; GP) as a first point of contact for mental health concerns. However, eating disorders (EDs) are often not identified in a primary care setting. A significant barrier to early detection and intervention is lack of primary care physician training in EDs; compounded by the significant time commitments required for training by already time‐poor general practitioners. The aim of the current study was to pilot and evaluate a microlearning programme that can be delivered to general practitioners with high workloads to help support patients with, or at risk of, developing an ED. Methods: Fifty‐one Australian general practitioners aged between 25‐to‐60 years old were recruited. Participants completed a baseline questionnaire to ascertain their experience working in general practice and with EDs. Participants then completed an online programme consisting of a series of 10 case studies (vignettes) delivered over a 6–10 week period related to various facets of ED care. Following conclusion of the programme, participants were asked to complete an evaluative questionnaire related to the content of the programme; perceived knowledge, confidence, willingness‐to‐treat, skill change; and their overall experience of microlearning. Results: All 51 GPs completed the programme and reached completion criteria for all vignettes, 40 of whom completed the programme evaluation. Participants indicated improved skill, confidence, willingness‐to‐treat, and knowledge following the completion of the pilot programme. Almost all (97.5%; n = 39) found microlearning to be an effective method to learn about EDs; with 87.5% (n = 35) of participants reporting they felt able to apply what was learnt in practice. Qualitative feedback highlighted the benefit of microlearning's flexibility to train general practitioners to work with complex health presentations, specifically EDs. Conclusions: Findings from the current study lend support to the use of microlearning in medical health professional training; notably around complex mental health concerns. Microlearning appears to be an acceptable and effective training method for GPs to learn about EDs. Given the significant time demands on GPs and the resulting challenges in designing appropriate training for this part of the workforce, this training method has promise. The pre‐existing interest in EDs in the current study sample was high; future studies should sample more broadly to ensure that microlearning can be applied at scale. Highlights: Due to busy schedules and job‐demands, GP's often have limited opportunity to learn about working with patients with complex mental health needs, such as eating disorders. Knowing how to support patients with eating disorders is particularly important given that most individuals present with seemingly unrelated concerns to the eating disorderThe current study reports on the development and piloting of a GP Microlearning programme. Microlearning is a flexible yet focussed approach to online learning that offers health professionals the opportunity to learn, without the requirement to commit to traditionally lengthy training programsGPs reported that the microlearning approach to learning about eating disorders may be an acceptable and effective approach for increasing GP knowledge, skill, confidence, and willingness to treat eating disorders.
(AN 177613728); ISSN: 10724133
CINAHL Complete

Embracing the (r)evolution of social media and digital scholarship in pediatric nephrology education.

Mon, 01 Jul 2024 04:00:00 +0000

Pediatric Nephrology; 07/01/2024
Free Open-Access Medical Education (FOAMed) has transformed medical education in the past decade by complementing and substituting for traditional medical education when needed. The attractiveness of FOAMed resources is due to their inexpensive nature, wide availability, and user ability to access on demand across a variety of devices, making it easy to create, share, and participate. The subject of nephrology is complex, fascinating, and challenging. Traditional didactic lectures can be passive and ineffective in uncovering these difficult concepts and may need frequent revisions. Active teaching methods like flipped classrooms have shown some benefits, and these benefits can only be multifold with current social media tools. Social media will inspire the involvement of students and allow them to create and share educational content in a "trendy way," encouraging the participation of their peers and thus building an educational environment more conducive to them while promoting revision and retainment. FOAMed also promotes asynchronous learning, spaced learning, microlearning, and multimodal presentation with a meaningful variation. This article discusses the evolution of digital education, social media platforms, tools for creating and developing FOAMed resources, and digital scholarship.
(AN 177623336); ISSN: 0931041X
CINAHL Complete

The effectiveness of social media-based microlearning in improving knowledge, self-efficacy, and self-care behaviors among adult patients with type 2 diabetes: an educational intervention.

Fri, 28 Jun 2024 04:00:00 +0000

BMC Endocrine Disorders; 06/28/2024
Background: The purpose of this study is to investigate the impact of social media-based microlearning (SMBM) on enhancing the knowledge, self-care, and self-efficacy behaviors of patients with type 2 diabetes (T2D) receiving care at a hospital-based diabetes clinic in Zahedan, Iran. Methods: This intervention study was conducted from September 2021 to the end of 2022, with an intervention group (SMBM) and a control group (conventional-based training) consisting of patients with T2D. A total of 80 eligible patients were selected using a convenience sampling method and randomly assigned to either the intervention group (n = 40) or the control group (n = 40). The knowledge level, self-care, and self-efficacy of the samples were assessed before and two weeks after the educational intervention. Data analysis was conducted using SPSS version 24, and independent and paired T-tests were used for analysis. Results: The results of the study revealed that after the intervention, the levels of knowledge, self-care, and self-efficacy in the intervention group were significantly higher than those in the control group (p-value < 0.001). Conclusion: In conclusion, the SMBM appears to be an effective tool for improving self-efficacy, self-care, and knowledge among patients with type 2 diabetes.
(AN 178443342); ISSN: 14726823
CINAHL Complete

Microlearning: A Concept Analysis.

Sat, 01 Jun 2024 04:00:00 +0000

CIN: Computers, Informatics, Nursing; 06/01/2024
With an overall rise in technology adoption, the information seeking behaviors of today have become instant and single focused, and demand convenience for learning and the acquisition of knowledge. Digital technologies expand the reach of learning and allow for the development of innovative and creative methods of teaching. The use of microlearning has been gaining popularity in academic and professional development settings and corporate training. Currently, there is no standardized definition of microlearning. Using Walker and Avant's method of concept analysis, a comprehensive overview of microlearning is provided through identifying the concept and describing its uses, attributes, exemplary cases, antecedents, consequences, and empirical referents. Seven attributes associated with microlearning are single focus, bite-sized, asynchronistic, accessibility, flexibility, interactivity, and multimodal delivery. A proposed definition is a self-directed, on-demand, teaching strategy where small single-focused interactive content is presented to learners asynchronously, using technologies that accommodate multimodal delivery, and access where and when convenient for the learner. This analysis will assist informatics and nursing educators in understanding how microlearning, as a strategy, fits into the electronic learning landscape, is supported by digital technologies, and adds portability to leverage in an on-demand asynchronous way providing targeted learning for use in all areas of clinical practice.
(AN 178036637); ISSN: 15382931
CINAHL Complete

Impact of Bedside Laparotomy Simulation and Microlearning on Trauma Nurse Role Clarity, Knowledge, and Confidence.

Wed, 01 May 2024 04:00:00 +0000

Journal of Trauma Nursing; 05/01/2024
BACKGROUND: The care of patients undergoing low-volume, high-risk emergency procedures such as bedside laparotomy (BSL) remains a challenge for surgical trauma critical care nurses. OBJECTIVES: This study evaluates simulation and microlearning on trauma nurse role ambiguity, knowledge, and confidence in caring for patients during emergency BSL. METHODS: The study is a single-center, prospective pretest-posttest design conducted from September to November 2022 at a Level I trauma center in the Mid-Atlantic United States using simulation and microlearning to evaluate role clarity, knowledge, and confidence among surgical trauma intensive care unit (STICU) nurses. Participants, nurses from a voluntary convenience sample within a STICU, attended a simulation and received three weekly microlearning modules. Instruments measuring role ambiguity, knowledge, and confidence were administered before the simulation, after, and again at 30 days. RESULTS: From the pretest to the initial posttest, the median (interquartile range [IQR]) Role Ambiguity scores increased by 1.0 (1.13) (p < .001), and at the 30-day posttest, improved by 1.33 (1.5) (p < .001). The median (IQR) knowledge scores at initial posttest improved by 4.0 (2.0) (p < .001) and at the 30-day posttest improved by 3.0 (1.75) (p < .001). The median (IQR) confidence scores at initial posttest increased by 0.08 (0.33) (p = .009) and at the 30-day posttest improved by 0.33 (0.54) (p = .01). CONCLUSIONS: We found that simulation and microlearning improved trauma nurse role clarity, knowledge, and confidence in caring for patients undergoing emergency BSL.
(AN 177366812); ISSN: 10787496
CINAHL Complete

A Microlearning-Based Self-directed Learning Chatbot on Medication Administration for New Nurses: A Feasibility Study.

Wed, 01 May 2024 04:00:00 +0000

CIN: Computers, Informatics, Nursing; 05/01/2024
New nurses must acquire accurate knowledge of medication administration, as it directly affects patient safety. This study aimed to develop a microlearning-based self-directed learning chatbot on medication administration for novice nurses. Furthermore, the study had the objective of evaluating the chatbot feasibility. The chatbot covered two main topics: medication administration processes and drug-specific management, along with 21 subtopics. Fifty-eight newly hired nurses on standby were asked to use the chatbot over a 2-week period. Moreover, we evaluated the chatbot's feasibility through a survey that gauged changes in their confidence in medication administration knowledge, intrinsic learning motivation, satisfaction with the chatbot's learning content, and usability. After using the chatbot, participants' confidence in medication administration knowledge significantly improved in all topics (P <.001) except "Understanding a concept of 5Right" (P =.077). Their intrinsic learning motivation, satisfaction with the learning content, and usability scored above 5 out of 7 in all subdomains, except for pressure/tension (mean, 2.12; median, 1.90). They scored highest on ease of learning (mean, 6.69; median, 7.00). A microlearning-based chatbot can help new nurses improve their knowledge of medication administration through self-directed learning.
(AN 186055235); ISSN: 15382931
CINAHL Complete

Letter to the Editor...Kim A, Park A, Song S, et al. A microlearning-based self-directed learning chatbot on medication administration for new nurses: a feasibility study. Computers, Informatics, Nursing. 2024;42(5):343-353.

Wed, 01 May 2024 04:00:00 +0000

CIN: Computers, Informatics, Nursing; 05/01/2024
(AN 186055236); ISSN: 15382931
CINAHL Complete

A design thinking‐led approach to develop a responsive feeding intervention for Australian families vulnerable to food insecurity: Eat, Learn, Grow.

Mon, 01 Apr 2024 04:00:00 +0000

Health Expectations; 04/01/2024
Background: Design thinking is an iterative process that innovates solutions through a person‐centric approach and is increasingly used across health contexts. The person‐centric approach lends itself to working with groups with complex needs. One such group is families experiencing economic hardship, who are vulnerable to food insecurity and face challenges with child feeding. Objective: This study describes the application of a design thinking framework, utilizing mixed methods, including co‐design, to develop a responsive child‐feeding intervention for Australian families—'Eat, Learn, Grow'. Methods: Guided by the five stages of design thinking, which comprises empathizing, defining, ideating, prototyping, and testing. We engaged with parents/caregivers of a child aged 6 months to 3 years through co‐design workshops (n = 13), direct observation of mealtimes (n = 10), a cross‐sectional survey (n = 213) and semistructured interviews (n = 29). Findings across these methods were synthesized using affinity mapping to clarify the intervention parameters. Parent user testing (n = 12) was conducted online with intervention prototypes to determine acceptability and accessibility. A co‐design workshop with child health experts (n = 9) was then undertaken to review and co‐design content for the final intervention. Results: Through the design thinking process, an innovative digital child‐feeding intervention was created. This intervention utilized a mobile‐first design and consisted of a series of short and interactive modules that used a learning technology tool. The design is based on the concept of microlearning and responds to participants' preferences for visual, brief and plain language information accessed via a mobile phone. User testing sessions with parents and the expert co‐design workshop indicated that the intervention was highly acceptable. Conclusions: Design thinking encourages researchers to approach problems creatively and to design health interventions that align with participant needs. Applying mixed methods—including co‐design— within this framework allows for a better understanding of user contexts, preferences and priorities, ensuring solutions are more acceptable and likely to be engaged.
(AN 176869906); ISSN: 13696513
CINAHL Complete

Evaluating a Health Equity Podcast for Provider Practice Change: A Cross-sectional Study.

Fri, 01 Mar 2024 05:00:00 +0000

Journal of Pediatric Healthcare; 03/01/2024
• Health equity education can be widely disseminated via podcasts. • Podcasts can be used to create standardized microlearning education on health equity. • Pediatric nurse practitioners must be aware of their differences and implicit bias. Podcasts are effective tools for disseminating health education. This study aimed to disseminate a health equity curriculum on best practices. A cross-sectional descriptive study was conducted as part of the Health Equity in Pediatrics podcast series between May and June 2023. Listeners were surveyed following each episode, and both quantitative and qualitative responses of voluntary respondents were analyzed. Episodes were downloaded 4,095 times. Survey respondents (n = 66) reported increased knowledge and intended practice change inspired by the podcast. Qualitative responses included themes surrounding knowledge, appreciation, and practice change. Podcasts are easily disseminated to wide audiences and can improve health equity knowledge while inspiring practice change. This style can help listeners identify practices that suggest implicit bias and implement more equitable best practices. Future research should examine implicit bias training and standardization of health equity education using podcasts.
(AN 175452866); ISSN: 08915245
CINAHL Complete

Innovative and Effective Education Strategies for Adult Learners in the Perioperative Setting.

Thu, 01 Feb 2024 05:00:00 +0000

AORN Journal; 02/01/2024
Ongoing nursing education is vital for keeping nurses' knowledge and skills current and promoting positive patient outcomes. Providing meaningful, quality nursing education in the perioperative setting requires the development and implementation of innovative and effective teaching strategies. Adult learning theory is complex, and it can be challenging to engage multigenerational perioperative staff members in education—often, a variety of creative teaching modalities are required to bridge the gaps among learning styles. This article reviews the use of experiential learning, various kinesthetic activities, advanced technology, microlearning, and other methods that may be helpful to overcome the challenges of providing education to adult learners in the perioperative setting. Educators should promote critical thinking and student engagement to encourage adult learners to be active participants in their continuing education.
(AN 175054803); ISSN: 00012092
CINAHL Complete

An Evidence-Based Practice Project to Provide Standardized Education on Skin-to-Skin Contact and Neonatal Hypoglycemia.

Thu, 01 Feb 2024 05:00:00 +0000

Nursing for Women's Health; 02/01/2024
To develop and examine the implications of formalized education with staff and familial caregivers on skin-to-skin in relation to neonatal hypoglycemia, including the impact on NICU admission rate, exclusive breastfeeding, and glucose gel administration. Evidence-based practice (EBP) project with a comparison of data pre-/postintervention. Implemented at a large health system in the mid-Atlantic, including four hospitals with postpartum care units. The EBP implementation site had approximately 19,400 births in 2021. Participants included 320 postpartum nurses in addition to the familial neonatal caregivers these nurses provided care for. All team members were provided with online education via the HealthStream learning platform, a microlearning introduction video, weekly huddle messages, and unit-specific champions who shared a champion information sheet that included information such as the hypoglycemia protocol, how to perform safe skin-to-skin care, and how to effectively administer glucose gel. Familial caregiver education included a handout given upon admission with an explanation from the postpartum nurse if the neonate met the criteria for the hospital system's neonatal hypoglycemia protocol. We observed a 4% system-wide increase in exclusive breastfeeding rates, a decrease in NICU admissions by 17.3% at 1-month postimplementation at the smallest hospital site (Hospital A), and a 12.3% reduction in NICU admission rates at the largest hospital site (Hospital B). Two hospitals reported a decrease in the need for glucose gel administration to neonates after the educational intervention. This nurse-led project detailed the process of a system-wide EBP project to implement consistent and standardized education regarding neonatal protocols. Although the benefits of skin-to-skin contact are widely known, this project demonstrated that focused, targeted education on skin-to-skin protocols for neonates at risk for neonatal hypoglycemia may be effective at improving outcomes. The evidence-based practice of implementing skin-to-skin care for neonates at risk for hypoglycemia may increase exclusive breastfeeding rates and decrease rates of glucose gel administration and NICU admission.
(AN 175191885); ISSN: 17514851
CINAHL Complete

Microlearning: Evidence‐based education that is effective for busy professionals and short attention spans.

Thu, 01 Feb 2024 05:00:00 +0000

Journal of Genetic Counseling; 02/01/2024
Microlearning uses short educational interventions to provide learners with the necessary knowledge and skills to perform specific tasks or solve immediate problems. This approach is increasingly used across digital platforms to engage learners and foster quick comprehension. Microlearning can be used in clinical genetics education to deliver a comprehensive educational intervention that is segmented into smaller discrete but complimentary components. This report discusses one group's approach to using microlearning in clinician education and provides tips that can be applied to other educational efforts. High‐quality genetics education has the potential to be disseminated across multiple delivery methods and to multiple audiences, thereby increasing its impact and reach.
(AN 175799616); ISSN: 10597700
CINAHL Complete

Microlearning for surgical residents enhances perioperative comprehensive geriatric assessment.

Fri, 01 Dec 2023 05:00:00 +0000

Journal of the American Geriatrics Society; 12/01/2023
(AN 174271164); ISSN: 00028614
CINAHL Complete

A Randomized Control Trial for ReDeSign: A Dementia-Friendly Mobile Microlearning Training for Store Workers in Japan.

Sun, 01 Oct 2023 04:00:00 +0000

Gerontologist; 10/01/2023
Background and Objectives Dementia-friendly training should be incorporated in neighborhood stores for people living with dementia to maintain engagement in social activities. However, there is a lack of evidence of dementia-friendly training in these workplaces, and existing trainings have time constraints. We developed a mobile microlearning program based on stigma theory and the bystander intervention model. This study aimed to evaluate the microlearning program's effectiveness. Research Design and Methods Convenience store workers in Tokyo were recruited for a randomized, waiting-list, and controlled trial. The intervention group completed a 50-min online course. The primary outcome was an attitude toward people living with dementia. The secondary outcomes were knowledge of dementia and helping behavior toward customers suspected of having dementia. Data were collected at baseline, after 1 month, and 4 months following the randomization. Results Process evaluations confirmed satisfaction and high completion rates of the program. In total, 150 participants were included in the analysis. The intervention group showed significantly greater improvements in attitude (Hedge's g = 0.70) and knowledge (g = 0.59) after 1 month, compared to the control group. Helping behavior increased in the intervention group, although it did not differ significantly between the groups. All outcomes remained significantly improved after 4 months. Discussion and Implications The findings provide evidence that dementia-friendly training reduces the general public's stigma and increases helping behavior in stores. Mitigation of time constraints through mobile microlearning is expected to contribute to the dissemination and help people living with dementia maintain their social participation in the communities. Clinical Trials Registration Number: UMIN000043623
(AN 171389191); ISSN: 00169013
CINAHL Complete

Feasibility of Microlearning for Improving the Self-Efficacy of Cancer Patients Managing Side Effects of Chemotherapy.

Sun, 01 Oct 2023 04:00:00 +0000

Journal of Cancer Education; 10/01/2023
(AN 172020066); ISSN: 08858195
CINAHL Complete

Evaluating satisfaction with teaching innovation, its relationship to academic performance and the application of a video‐based microlearning.

Fri, 01 Sep 2023 04:00:00 +0000

Nursing Open; 09/01/2023
(AN 169914776); ISSN: 20541058
CINAHL Complete

Microlearning for faculty development: Concentrate on what really counts.

Tue, 01 Aug 2023 04:00:00 +0000

Medical Education; 08/01/2023
The article offers information on creating train-the-trainer microlearning modules for faculty development in the online portal of a German university hospital. Topics discussed include an overview of microlearning, major advantages of microlearning, and the importance of proper coaching and support for a university faculty development programme that includes microlearning.
(AN 164779747); ISSN: 03080110
CINAHL Complete

Expanding Nurse Practitioner Educational Boundaries: Social Media for a Journal Club.

Sat, 01 Apr 2023 04:00:00 +0000

Journal for Nurse Practitioners; 04/01/2023
As the number of online acute care pediatric nurse practitioner programs increases, exploration of creative methods to enhance scholarly engagement and develop a professional network among students is imperative. This report describes the use of the Twitter platform to connect students and faculty from 4 acute care pediatric nurse practitioner programs through an online journal club. Student evaluation of this assignment demonstrated attainment of learning objectives and a positive assessment of this novel andragogical approach. Social media platforms can be used to enhance networking and scholarly collaboration. Expansion to include additional schools and topics is planned. • In an era of increased virtual education and multiple challenges to develop traditional face-to-face professional networks, social media can be used as an educational and networking platform. • Social media allows for nurse practitioner students across the country and potentially around the globe to collaborate in microlearning educational events.
(AN 163337850); ISSN: 15554155
CINAHL Complete

Reflections on microlearning in the social media age...Thillainadesan J, Le Couteur DG, Haq I, et al. When I say … microlearning. Med Educ [Internet]. 2022;56(8):791-792.

Wed, 01 Mar 2023 05:00:00 +0000

Medical Education; 03/01/2023
(AN 161825826); ISSN: 03080110
CINAHL Complete

Development of a microlearning intervention regarding nursing nutritional care for older adults: A multi-methods study.

Sun, 01 Jan 2023 05:00:00 +0000

Nurse Education Today; 01/01/2023
Nutritional care for older adults provided by hospital and home care nurses and nursing assistants is suboptimal. This is due to several factors including professionals' lack of knowledge and low prioritisation. Affecting these factors may promote nurses' and nursing assistants' behavioral change and eventually improve nutritional care. To increase the likelihood of successfully targeting these factors, an evidence-based educational intervention is needed. To develop an educational intervention for hospital and home care nurses and nursing assistants to promote behaviour change by affecting factors that influence current behaviour in nutritional care for older adults. In this paper, we describe the intervention development process. A multi-methods approach using literature and expert input. Hospital and home care. Older adults, nurses, nursing assistants, experts, and other professionals involved in nutritional care. The educational intervention was based on five principles: 1) interaction between intervention and users, 2) targeting users on both individual and team level, 3) supporting direct and easy transfer to the workplace, and continuous learning, 4) facilitating learning within an appropriate period, and 5) fitting with the context. Consistent with these principles, the research team focussed on developing a microlearning intervention and they established consensus on seven features of the intervention: content, provider, mode of delivery, setting, recipient, intensity, and duration. The intervention consisted of 30 statements about nursing nutritional care for older adults, which nurses and nursing assistants were asked to confirm or reject, followed by corresponding explanations. These can be presented in a snack-sized way, this means one statement per day, five times a week over a period of six weeks through an online platform. Based on a well-founded and comprehensive procedure, the microlearning intervention was developed. This intervention has the potential to contribute to nursing nutritional care for older adults. • This paper describes the robust development process of a microlearning intervention. • The intervention targets hospital and home care nurses and nursing assistants. • The intervention includes statements about nursing nutritional care for older adults. • The statements are delivered online in a snack-sized way over a period of six weeks.
(AN 160631616); ISSN: 02606917
CINAHL Complete

Feedback Delivery in an Academic Cancer Centre: Reflections From an R2C2-based Microlearning Course.

Thu, 01 Dec 2022 05:00:00 +0000

Journal of Cancer Education; 12/01/2022
(AN 160349448); ISSN: 08858195
CINAHL Complete

Targeted microlearning: Teaching geriatric medicine to Gen Y and Gen Z junior doctors.

Thu, 01 Dec 2022 05:00:00 +0000

Australasian Journal on Ageing; 12/01/2022
(AN 160570971); ISSN: 14406381
CINAHL Complete

A Quality Improvement Project Using Microlearning to Increase Provider Adherence to Extragenital Sexually Transmitted Infection Screening Guidelines in Men Who Have Sex With Men.

Thu, 01 Sep 2022 04:00:00 +0000

JANAC: Journal of the Association of Nurses in AIDS Care; 09/01/2022
The Centers for Disease Control and Prevention (CDC) recommend screening men who have sex with men who are living with HIV for sexually transmitted infections at appropriate extragenital contact sites for bacterial sexually transmitted infections. In an effort to increase provider adherence to CDC recommended guidelines at a Ryan White Clinic, microlearning educational sessions were used. A quality improvement project was designed to determine the rate of provider adherence to CDC guidelines pre/post microlearning sessions. Student t -test was used to compare the number of patients who received urine and extragenital screening to those who received urine-only screening, to before and after the microlearning sessions. The rate of extragenital screening significantly increased after the microlearning sessions (4/460 vs. 70/507, p <.0001). The rate of urine screening remained unchanged (p = 1). Although extragenital screening significantly increased, it remained low. A decision tree in the electronic medical record to prompt providers to screen was developed.
(AN 156702305); ISSN: 10553290
CINAHL Complete

When I say ... microlearning.

Mon, 01 Aug 2022 04:00:00 +0000

Medical Education; 08/01/2022
In the latest "When I Say..." instalment, microlearning is defined with illustrative examples as a valuable pedagogy characterised by short duration and focused content.
(AN 157874841); ISSN: 03080110
CINAHL Complete

Responsive Podcast Curriculum Development for Asynchronous Nurse Practitioner Students.

Fri, 01 Jul 2022 04:00:00 +0000

Journal for Nurse Practitioners; 07/01/2022
Asynchronous nurse practitioner students lack the benefit of live classroom discussions to synthesize and apply didactic knowledge. Responsive podcasts can remotely address identified student learning needs for improved practical application while remaining entertaining. This feasibility study produced a responsive, topical podcast to meet student learning needs. Episodes were electronically distributed and publically available. By January 2022, "The Peds NP" podcast had 39 episodes with a total of 5,477 downloads reaching 43 countries. Podcasts are succinct, focused microlearning tools that are easily produced, distributed, and consumed. Faculty can use them to augment traditional curricula and enhance the applicability of didactic teaching. • Podcasts are simple to produce and distribute, which can help faculty address knowledge gaps in an asynchronous manner. • Responsive podcasts can aid in application of didactic content for clinical practice with flexible listening options that can be designed for individual or group needs. • Podcasts facilitate use of multiple scholarly sources for student consumption. • Short, digestible podcasts meet student needs and expectations. • Widely accepted quality indicators for podcasts can guide the development of high-quality educational materials.
(AN 157991581); ISSN: 15554155
CINAHL Complete

BUILDING AN INNOVATIVE AND INDIVIDUALIZED NEW GRADUATE RN PROGRAM TO BOLSTER OUTPATIENT ONCOLOGY NURSING PRACTICE...47th Annual Oncology Nursing Society Congress, April 27–May 1, 2022, Anaheim, CA

Tue, 01 Mar 2022 05:00:00 +0000

Oncology Nursing Forum; 03/01/2022
Due to the shortage of experienced oncology nurse applicants, an urgent need was identified to develop an outpatient oncology new graduate orientation program. Traditionally, our system-wide outpatient oncology areas did not have a formal onboarding program to support and mentor new graduate nurses. The purpose of this project was to attract, support, mentor, and professionally grow new graduate nurses in the outpatient oncology setting. A team consisting of the clinical educator, centralized oncology educator, and Clinical Nurse Specialists conducted a literature review, peer institution benchmarking, utilized lessons learned from a recently implemented hospital-based ambulatory clinic new graduate program, and reviewed existing oncology nurse orientation curriculum. Preceptor training included how to provide constructive feedback, foster critical thinking, use online portal to document and review orientee progress. The team integrated a robust onboarding program to include: general hospital-wide orientation, oncology-specific orientation and clinic staffing rotations, weekly learning objectives, Oncology Pearls content, and weekly review sessions. Week two orientation focused on oncology basics, patient assessment, hands-on skills practice, introduction to rotation sites, and campus tour. Using a microlearning format, content was developed for 30-minute virtual sessions entitled "Oncology Pearls". Topics included lab review, well-being, extravasation, and genetics & genomics. The 10-week rotations include infusion, port lab, bone marrow transplant, radiation, medical, and surgical oncology clinics across all oncology locations in three cities. At week 10, a matching process occurs and the position becomes permanent. An electronic survey assessed participants' satisfaction and feedback with the oncology-specific week of education. Given the findings, the schedule was modified to start clinic rotations 2 days sooner. The new graduates will complete the Casey Fink survey every three months during their first year. The first cohorts of 10 new graduates remain in outpatient oncology (n=5 infusion center, n=2 radiation oncology, n=1 surgical oncology, n=2 medical oncology/infusion hybrid). The third cohort of new graduates are beginning. Evaluation of retention and program outcomes is ongoing. Onboarding new graduate nurses to outpatient oncology settings challenges the paradigm that new graduate nurses need inpatient experience prior to entering the outpatient setting. Support from preceptors and team members provided essential and necessary mentoring. Ongoing assessment and flexibility was crucial to adapt the success of the program. Additional cohorts are planned for 2022. Successful retention and program outcomes is expected.
(AN 155510837); ISSN: 0190535X
CINAHL Complete

Review of Learning Tools for Effective Radiology Education During the COVID-19 Era.

Sat, 01 Jan 2022 05:00:00 +0000

Academic Radiology; 01/01/2022
Coronavirus disease 2019 (COVID-19) has significantly disrupted medical education around the world and created the risk of students missing vital education and experience previously held within actively engaging in-person activities by switching to online leaning and teaching activities. To retain educational yield, active learning strategies, such as microlearning and visual learning tools are increasingly utilized in the new digital format. This article will introduce the challenges of a digital learning environment, review the efficacy of applying microlearning and visual learning strategies, and demonstrate tools that can reinforce radiology education in this constantly evolving digital era such as innovative tablet apps and tools. This will be key in preserving and augmenting essential medical teaching in the currently trying socially and physically distant times of COVID-19 as well as in similar future scenarios.
(AN 154145727); ISSN: 10766332
CINAHL Complete

Using Learning Science to Optimize Chronic Kidney Disease Education for Patients and Providers.

Sat, 01 Jan 2022 05:00:00 +0000

Nephrology Nursing Journal; 01/01/2022
Many patients with chronic kidney disease (CKD) and their providers are dissatisfied with patients' depth of useful knowledge about CKD and its treatment options. This increases stress and decreases satisfaction, while increasing health care costs. In this article, we will apply learning science -- the marriage of psychology and the neuroscience of learning -- to examine problems seen in current CKD education. The goal is to determine the characteristics of a CKD education curriculum that optimizes the speed of initial learning and long-term retention of CKD and treatment information. We will show that initial learning and long-term retention are optimized when microlearning is incorporated, spaced over time, and supplemented with periodic testing. We conclude by showing how spaced microlearning and testing could be incorporated into a CKD education curriculum.
(AN 155481796); ISSN: 1526744X
CINAHL Complete

Microlearning Strategies in Nurse Practitioner Education.

Sat, 01 Jan 2022 05:00:00 +0000

Nurse Educator; 01/01/2022
The article presents the discussion on microlearning being the acquisition of knowledge from short focusing modules of information. Topics include microlearning lauded as a unique way for providing effective education for distanced students and adult learners; and allowing educators placing less emphasis on memorization of traditional lecture content and more emphasis on student-content interaction.
(AN 154742486); ISSN: 03633624
CINAHL Complete

Research Needed on Microlearning as a Training Strategy for CNAs in Skilled Nursing Facilities.

Wed, 01 Dec 2021 05:00:00 +0000

Journal of the American Medical Directors Association; 12/01/2021
(AN 153708163); ISSN: 15258610
CINAHL Complete

The Effect of a Microlearning Module on Knowledge Retention in Surgery Clerkship Students.

Wed, 03 Nov 2021 04:00:00 +0000

Journal of the American College of Surgeons; 11/03/2021
(AN 152849963); ISSN: 10727515
CINAHL Complete

The Effect of a Microlearning Module on Knowledge Retention in Surgery Clerkship Students.

Mon, 01 Nov 2021 04:00:00 +0000

Journal of the American College of Surgeons; 11/01/2021
(AN 152848897); ISSN: 10727515
CINAHL Complete

Estrategias de formación durante la pandemia por COVID-19 en un hospital universitario.

Fri, 01 Oct 2021 04:00:00 +0000

Metas de Enfermería; 10/01/2021
The pandemic caused by SARS-CoV-2 was declared a Public Health Emergency of International Concern by the Director General of the World Health Organization (WHO) in March, 2020. This created a health emergency with impact upon all aspects of management, training, ana care in hospitals. The pandemic represen teda challenge for the training of heal thcar e professionals, who were forcedto acquire knowledge fast and effectively in order to plan, act, and make decisions about the diagnosis and treatment of patients infected by SARS-CoV-2. Traditional training was adapted to the pandemic setting, taking into account the compulsory safety distance and the demand for short-duration effective training, with contents changing within a short time. In this context, the Hospital Universitario Puerta de Hierro-Majadahonda (Madrid, Spain) implemented a strategy for digital training based on the creation and publication of educational pills through a mobile application developed by the Continuation Training Unit (Formación SanidadMadrid App). During the pandemic, 24 educational pills were created, produced and published through the app, in three forms: short-duration video, access to websites with updated information, and brief documents on procedures. The design of the educational pills was based on these teaching-learning methods: mobile learning and microlearning, considered useful and effective tools to give an answer to training needs in a university hospital when faced with a health emergency, given their wide acceptance by healthcare professionals.
(AN 153132617); ISSN: 11387262
CINAHL Complete

Feedback Delivery in an Academic Cancer Centre: Reflections From an R2C2-Based Microlearning Course.

Wed, 01 Sep 2021 04:00:00 +0000

International Journal of Radiation Oncology, Biology, Physics; 09/01/2021
(AN 151684045); ISSN: 03603016
CINAHL Complete

A Quality Improvement Project Using Microlearning to Increase Provider Adherence to Extragenital Sexually Transmitted Infection Screening Guidelines in Men Who Have Sex With Men.

Wed, 01 Sep 2021 04:00:00 +0000

JANAC: Journal of the Association of Nurses in AIDS Care; 09/01/2021
The Centers for Disease Control and Prevention (CDC) recommend screening men who have sex with men who are living with HIV for sexually transmitted infections at appropriate extragenital contact sites for bacterial sexually transmitted infections. In an effort to increase provider adherence to CDC recommended guidelines at a Ryan White Clinic, microlearning educational sessions were used. A quality improvement project was designed to determine the rate of provider adherence to CDC guidelines pre/post microlearning sessions. Student t-testwas used to compare thenumber of patientswho received urine and extragenital screening to thosewhoreceived urine-only screening, to before and after themicrolearning sessions. The rate of extragenital screening significantly increased after the microlearning sessions (4/460 vs. 70/507, p, .0001). The rate of urine screening remained unchanged (p 5 1). Although extragenital screening significantly increased, it remained low. A decision tree in the electronic medical record to prompt providers to screen was developed.
(AN 152732587); ISSN: 10553290
CINAHL Complete