COMPUTER BASED LEARNING FOR DENTAL NURSES

Computer Based Learning For Dental Nurses



Computer Based Learning For Dental Nurses

Chapter I

Introduction

A major problem facing registered dental nurses (PCD) is the ongoing challenge of maintaining professional competence with the continuous influx of new knowledge in the context of rapidly changing health care systems. Changes in patient acuity and budget constraints have impacted on dental nurses' roles in all settings, demanding new knowledge and skill sets.

These skills are not simply hands-on or technological skills; employers are demanding higher level thinking skills related to decision making and communication (Cervero & Azzaretto 1990). In the interest of improving care to clients and job satisfaction for their staff, administrators are becoming increasingly interested in advancing the skill sets of employees through continuing education (Billings et al. 1994). Access to continuing education is a challenge for dental nurses who have work and family responsibilities, work shift patterns and may live a considerable distance from faculties of higher education (Canadian Nurses Association 1997).

Innovative educational delivery methods, such as webbased learning, are needed to overcome the traditional barriers to continuing education. Indeed, the potential role of the Web in continuing nursing education is now attracting global interest (Kenny 2000, Billings & Rowles 2001, Washer 2001). Web-based learning has developed rapidly in certain institutions of higher education, however, a number of key issues have not been well explored, including the needs of web-based learners accessing courses from home and work.

In 2000, the principles of lifelong learning were embedded in the NHS Plan (DH 2000). In 2001, the document 'Working together, Learning together: a framework for lifelong learning' (DH 2001) made a commitment to the extensive use of E Learning and to developing E Learning awareness and capability. This document outlined that the national vision for E Learning in the NHS was to enable staff to access learning opportunities at times and places that best fit in with their lifestyles. In November 2005, the National Workforce Group of Strategic Health Authorities published a framework document 'Supporting Best Practice in E Learning across the NHS' (NWG 2005). In April 2006, The Department of Health co-sponsored the development of a delivery road map 'Modernising Healthcare Training: E Learning in Healthcare services' (NWG 2006) to identify the priority areas, set out the initiatives and actions that can be taken forward at different levels to realise the full benefits offered by E Learning. In 2007 the Connecting for Health Programme published national standards for E Learning content development (CFH 2007).

Hospitals are increasingly becoming large intensive care units, with cardiac monitoring, respiratory assistance, and intense treatment a growing part of the average patient's plan of care, requiring specialized nursing skills (Goode & Williams, 2004). New nurses must be prepared to transition quickly into the role of an independent caregiver without lengthy and costly orientation programs. Today's health care employers and consumers need graduate nurses to be better prepared despite the diminishing availability of clinical sites, limited nursing faculty, and high acuity level of hospitalized patients ([Jacobson ...