Elsevier

Science Talks

Volume 6, May 2023, 100198
Science Talks

In partnership: A just-in-time MOOC to support continuing professional development during a pandemic

https://doi.org/10.1016/j.sctalk.2023.100198Get rights and content
Under a Creative Commons license
open access

Abstract

Introduction

Just-in-time education has been described as rapid dissemination of accurate, up-to-date information accessible during or soon after a crisis and is recognised as an effective strategy to assist during crisis management.

Background

The COVID4NURSES program was developed and delivered ‘just-in-time’ as a Massive Open Online Course (MOOC), to upskill nurses in Victoria, Australia to support delivery of safe patient care (Wong et al., 2022). Academics collaborated with the state department of health and practicing nurses to develop the program, which enabled the spread of workload and best use of expertise during the pandemic.

Method

The MOOC was delivered to over 2000 nurses from all levels and specialties and across a large geographically disparate region. A mixed methods study was undertaken following program delivery to measure knowledge improvement and to explore the confidence of nurses working in a COVID-19 environment. Data were collected through a pre-test post-test Multiple Choice Quiz, and qualitative data were collected from the asynchronous online discussion forums from 801 participants who consented to the study.

Findings

Findings indicated improvements in nurses' knowledge and confidence after undertaking the program.

Conclusion

Implementing a just-in-time MOOC during a crisis is a valuable initiative for rapid dissemination of scientific evidence to support nursing practice and positive patient outcomes.

Keywords

Continuing professional development
Massive open online course
Just-in-time
Crisis management

Data availability

Data will be made available on request.

Cited by (0)

Ms. Mandy El Ali, RN, Bachelor of Health Science, Grad Cert Paediatrics, Grad Dip Paediatrics, Master of Nursing, Grad Cert Higher Ed, PhD Candidate.

Senior Lecturer and Nurse Academic at the Australian Catholic University in Melbourne is passionate about Nursing education. With over 20 years of experience in clinical practice and tertiary education, Mandy's learning and teaching philosophy is centred on the student experience and the nexus in theory and practice. Mandy's background includes twenty years in women's and children's health and clinical education across a variety of adult and paediatric settings including residential care, medical, surgical, sub-acute and emergency settings. Mandy has completed a Master of Nursing, a Graduate Certificate in higher Education and is currently enrolled in a PhD with her research focusing on the ethics of non-disclosure of medical information to seriously ill patients. Mandy's current roles focus on undergraduate nursing professional experience and the continuous professional development of nurses. Mandy was part of a state-based response to the pandemic through the support of nurse education on the COVID-19 pandemic.

Ms. Sandra Leathwick, RN, BN, SFHEA, MCATSINaM, MACORN, PhD Candidature

Sandra Leathwick is a capable nursing academic. Inclusive pedagogy is the focus of Sandra's learning and teaching philosophy. Social justice and diversity in nursing education are her research interests. Sandra currently leads teams in undergraduate health sciences in Health Care Ethics. Sandra's background spans many years as a nurse educator in perioperative services in public, private, national, and international settings. Sandra has completed a Master of Education (Adult), Bachelor of Health (Nursing), Certificates in Operating Room and Tropical Nursing. Sandra is currently a PhD candidate at Griffith University.

Ms. Alycia Jacob, MPH, BA LLB

Alycia is currently the National Research Development Project Officer for the School of Nursing, Midwifery and Paramedicine at Australian Catholic University. Alycia has a background in public health and more than 8 years of experience working with healthcare workers to encourage engagement in research and evidence-based practice. Alycia has a strong track record of publications in peer reviewed journals, particularly around the use of Peripheral Intravenous Cannulas for drawing blood, and the impact of patient aggression on healthcare workers in rural areas. Alycia is currently undertaking a PhD looking at undergraduate healthcare workers prioritisation and perceptions of safety.

Professor Elisabeth Jacob, RN, Med, PhD

Elisabeth Jacob is an experienced clinical nurse, educationalist and researcher. Her strong clinical links provide essential networks for her research areas of evidence-based practice, nurse education and health workforce. She has been responsible for the leadership of curriculum design, development and delivery for large programs across multiple campuses.

Elisabeth's PhD investigated nursing scope of practice. She has experience in joint research, education and clinical appointments and has successfully co-designed interventions and evaluations with government and non-government partners. Elisabeth's research has made a significant contribution to the body of literature around nursing education, transition to practice and nursing workforce roles and responsibilities. Her research is heavily applied, and she has an impressive publication record with a number of high quality papers, book chapters and reports. Current projects include investigating the evidence base for the collection of blood samples through peripheral intravenous cannulas, simulation in health education and evaluation of the development of critical thinking skills in nursing students.