The effect of learning management system on ICU nurses' sustained learning about safe blood transfusion: A quasi‐experimental study

• Published in: Health science reports Vol. 5; no. 4; pp. e629 - n/a
• Main Authors: Falaki, Mojgan, Ahmadinejad, Mehdi, Razban, Farideh, Najafipour, Mohammad A., Asadi, Neda
• Format: Journal Article
• Language: English
• Published: United States John Wiley & Sons, Inc 01.07.2022; John Wiley and Sons Inc; Wiley
• Subjects: blood transfusion; Distance learning; Intensive care; intensive care units; knowledge; Learning management systems; LMS; Online instruction; Original Research; Quasi-experimental methods; Students; Iran; blood transfusion; LMS; intensive care units; knowledge
• ISSN: 2398-8835; 2398-8835
• DOI: 10.1002/hsr2.629

Background and Aims Transfusion of blood products is an important part of the health care system. Since one of the significant challenges in nursing education is using an effective method that provides depth and stability of learning, this study aimed to assess using a learning management system (LMS) for intensive care unit (ICU) nurses' sustained learning about safe blood transfusion in southeast Iran. Methods This was a quasi‐experimental study in southeast of Iran in 2021 in two groups, control and intervention. Two ICUs received lecture training and two ICUs received LMS. The samples 80 nurses were selected by random convenience sampling. In the LMS group, the educational content was presented using Edmodo software. The control group received no intervention except for traditional education (lecture). The questionnaires were completed immediately, 1 month, and 3 months after the intervention. Results The mean score of knowledge immediately, 1 month and 3 months after the intervention were 9.53 ± 1.82, 9.46 ± 1.85, and 8 ± 2.94, in the lecture group and 8.91 ± 1.59, 9.47 ± 2.46, and 8.09 ± 1.94 in the LMS group, respectively. The mean score of practice immediately, 1 and 3 months after the intervention were 59.69 ± 39.6, 70.63 ± 7.4, and 83.70 ± 43.6 in the lecture group and 45.68 ± 55.5, 67.69 ± 4.56, and 35.70 ± 46.4 in the LMS group, respectively. The mean score of knowledge and practice in the two groups significantly increased immediately and 1 month and 3 months after intervention (p < 0.001). No significant difference was observed between the two groups (p > 0.05). Conclusions LMS method has a significant effect on improving the sustained learning of ICU nurses, and no significant difference was observed between the two educational methods. Hence, considering the busy work schedule of nurses, lack of staff, and the impossibility of physical attendance in lecture classes, it seems that LMS‐based methods are appropriate alternatives to traditional learning methods.