DNP 801 Annotated Bibliography

Sample Answer

Nursing education seeks to improve knowledge of various topics, including handling patients, workplace relationships, and achieving a safe clinical environment. When teaching patients and nursing staff, nurse educators should apply evidence-based strategies.

Such strategies are supported by research and help to achieve positive learning outcomes. The purpose of this assignment is to create an annotated bibliography of evidence-based teaching strategies for the nursing education practicum setting and population (staff nurses).

Topic Infection Control and Prevention Education

Chakma, S. K., Hossen, S., Rakib, T. M., Hoque, S., Islam, R., Biswas, T., … & Islam, M. M. (2024). Effectiveness of a hand hygiene training intervention in improving knowledge and compliance rate among healthcare workers in a respiratory disease hospital. Heliyon, 10(5), e27286. https //doi.org/10.1016/j.heliyon.2024.e27286

Nurses are frontline workers who handle patients regularly. Their ability to optimize safety depends on their knowledge of infection control practices, such as hand hygiene. This article described hand hygiene as a valuable infection control method that helps healthcare workers to enhance safety. Unfortunately, insufficient knowledge and non-compliance to the established hand hygiene protocols significantly challenge healthcare facilities.

The authors evaluated the effectiveness of a hand hygiene training intervention in improving nursing staff’s knowledge and compliance with hygiene protocols within a respiratory disease hospital. The intervention was daily 3-hour training sessions for five days on hand hygiene techniques and the implications of non-compliance.

Knowledge assessment before and after the training program revealed a significant improvement in hand hygiene knowledge levels and compliance rates among healthcare workers. These findings underscore the value of an infection control education program, which can be implemented in the current setting to improve nurses’ knowledge, skills, and behaviors.
Kakkar, S. K., Bala, M., & Arora, V. (2021).

Educating nursing staff regarding infection control practices and assessing its impact on the incidence of hospital-acquired infections. Journal of Education and Health Promotion, 10, 40. https //doi.org/10.4103/jehp.jehp_542_20

Organization-wide staff training is critical to improving patient safety and creating a knowledgeable workforce that complies with safety standards. This article examined the effectiveness of a program for educating nursing staff regarding infection control practices. The authors determined the program’s effectiveness by assessing its impact on the incidence of hospital-acquired infections (HAIs).

Participants were 105 nurses who were trained via an educational module on infection control practices. The trainers focused on enhancing nurses’ knowledge and modifying their beliefs regarding HAIs. After two months, the trainers compared knowledge, attitude, and practices before and after the program.

Outcomes were determined by assessing the incidence of CAUTI and IV line-related infections. Kakkar et al. (2021) found that there was a reduction in the incidence of HAIs, albeit not significant. These reductions were achieved by the training’s ability to improve nurses’ knowledge and attitude toward infection control. Generally, this article is a comprehensive resource that supports infection control and prevention education for safer workplaces and better patient care.

Evidence-Based Evaluation Strategies

Arrogante, O., González-Romero, G. M., López-Torre, E. M., Carrión-García, L., & Polo, A. (2021). Comparing formative and summative simulation-based assessment in undergraduate nursing students nursing competency acquisition and clinical simulation satisfaction. BMC Nursing, 20(1), 92. https //doi.org/10.1186/s12912-021-00614-2

Learning evaluation is an intentional process of determining whether a training program achieved the desired outcomes. In this article, Arrogante et al. (2021) explored the effectiveness of formative and summative evaluation of competency acquisition and clinical simulation satisfaction among nursing students. Both methods can be used to evaluate learning outcomes in an infection control education program for nurses.

The authors used a self-learning methodology for formative evaluation and structured examinations for summative evaluation. The primary finding was higher satisfaction with formative evaluation than summative evaluation. Since learning effectiveness should be known during the session and after completion, the authors recommended combining both evaluation strategies.

Formative evaluation would evaluate achievement of learning, strengths, and potential areas of improvement, while summative evaluation would help to provide learners with feedback. This article is a comprehensive resource that describes the purpose of formative and summative evaluation strategies. Both methods would be pivotal in assessing learning outcomes when training nurses on infection control practices.

Ruiz-Grao, M. C., Cebada-Sánchez, S., Ortega-Martínez, C., Alfaro-Espín, A., Candel-Parra, E., García-Alcaraz, F., … & Delicado-Useros, V. (2022). Nursing student satisfaction with the teaching methodology followed during the COVID-19 pandemic. Healthcare 10(4), 597. https //doi.org/10.3390/healthcare10040597

Satisfaction surveys are a common learning evaluation method in nursing education environments. In this article, Ruiz-Grao et al. (2022) used satisfaction surveys to evaluate student satisfaction with teaching methodologies. Satisfaction is a critical success factor of education programs comprising various dimensions like learning facilities, teaching methods, characteristics of the learning environment, and how learners perceive a program.

A Likert-scale type is commonly used in satisfaction surveys to rate programs as very satisfying, satisfying, neutral, dissatisfying, and very dissatisfying. The questions vary with the learning aspect educators want to evaluate. Using satisfaction surveys, Ruiz-Grao et al. (2022) found that students were satisfied with both online learning and bimodal learning strategies but more satisfied with the bimodal approach.

A similar approach can be used to evaluate the success of nursing education programs by obliging participants to rate various aspects, like teaching methods, resources, and whether the program improved their knowledge and skills.

Evidence-Based Teaching Strategies

Mägi, L., Uibu, E., Moi, A. L., Mortensen, M., Naustdal, K., Põlluste, K., … & Kangasniemi, M. (2024). Collaborative learning linking nursing practice and education–Interview study with master’s students and teachers. Nurse Education Today, 106261. https //doi.org/10.1016/j.nedt.2024.106261
Nurses study in diverse learning environments that should be structured to make learning engaging, enjoyable, and meaningful.

In this article, Magi et al. (2024) evaluated the effectiveness of collaborative learning as an educational approach for building nursing competencies and enhancing high-quality nursing practice. Participants, including students and teachers, described their experiences with collaborative learning from their point of view.

Through inductive content analysis, Magi et al. (2024) found that collaborative learning aggregates diverse learners’ skills and reflections as they work to accomplish shared goals. The inclusive method fosters the development of competencies, attitudes, and professional growth. These findings underline the importance of collaborative learning strategies, including discussions, group work, and peer learning. Such strategies ensure the active participation of learners working together to develop their knowledge and soft skills.

As a result, collaborative learning can be incorporated into the staff education on infection control practices to ensure inclusive learning, an engaging environment, and a student-centered process.
Tuma, F. (2021). The use of educational technology for interactive teaching in lectures. Annals of Medicine and Surgery, 62, 231-235. DOI 10.1016/j.amsu.2021.01.051

Learner engagement and student-centered processes are critical to positive learning in clinical settings and other environments. Lectures are common teaching strategies, particularly when dealing with large groups of students. In this article, Tuma (2021) discussed the importance of educational technology in making learning more interactive and enjoyable.

The audiovisual nature of educational technology enhances learning by capturing students’ attention, encouraging participation, and ensuring that learning experiences resonate with different learners. Tuma (2021) exemplified the value of technology in promoting interactive learning through the audience response system (ARS).

This system makes the teaching environment more student-centered as learners engage in questions-based instruction. Computers, tablets, and cloud-based services can be used to modify the instruction process for interactive and collaborative experiences. The article’s findings support implementing interactive lecturers by integrating appropriate technologies to improve the learning experience. Such lecturers can be used to educate nurses on infection control practices while ensuring the learning is interactive, inclusive, and student-centered.

Conclusion

Learning occurs in diverse settings with varying student characteristics, needs, and resources. Irrespective of these differences, educators should be committed to achieving the highest learning outcomes possible. The annotated bibliography summarizes the topic, teaching evaluation strategies, and evidence-based teaching methods as supported by the literature.

The findings support using an educational program to improve nurses’ skills and knowledge regarding infection control and prevention, combining summative and formative evaluations, and applying student-centered teaching methods, such as collaborative learning and interactive lectures.

References

• Arrogante, O., González-Romero, G. M., López-Torre, E. M., Carrión-García, L., & Polo, A. (2021). Comparing formative and summative simulation-based assessment in undergraduate nursing students nursing competency acquisition and clinical simulation satisfaction. BMC Nursing, 20(1), 92. https //doi.org/10.1186/s12912-021-00614-2
  
• Chakma, S. K., Hossen, S., Rakib, T. M., Hoque, S., Islam, R., Biswas, T., … & Islam, M. M. (2024). Effectiveness of a hand hygiene training intervention in improving knowledge and compliance rate among healthcare workers in a respiratory disease hospital. Heliyon, 10(5), e27286. https //doi.org/10.1016/j.heliyon.2024.e27286
  
• Kakkar, S. K., Bala, M., & Arora, V. (2021). Educating nursing staff regarding infection control practices and assessing its impact on the incidence of hospital-acquired infections. Journal of Education and Health Promotion, 10, 40. https //doi.org/10.4103/jehp.jehp_542_20
  
• Mägi, L., Uibu, E., Moi, A. L., Mortensen, M., Naustdal, K., Põlluste, K., … & Kangasniemi, M. (2024). Collaborative learning linking nursing practice and education–Interview study with master’s students and teachers. Nurse Education Today, 106261. https //doi.org/10.1016/j.nedt.2024.106261
  
• Ruiz-Grao, M. C., Cebada-Sánchez, S., Ortega-Martínez, C., Alfaro-Espín, A., Candel-Parra, E., García-Alcaraz, F., … & Delicado-Useros, V. (2022). Nursing student satisfaction with the teaching methodology followed during the COVID-19 pandemic. Healthcare 10(4), 597. https //doi.org/10.3390/healthcare10040597
  
• Tuma, F. (2021). The use of educational technology for interactive teaching in lectures. Annals of Medicine and Surgery, 62, 231-235. DOI 10.1016/j.amsu.2021.01.051