@article{ref1,
title="Increasing burn prevention knowledge: web-based versus classroom education",
journal="Journal of burn care and research",
year="2014",
author="Lehna, Carlee and Myers, Joseph",
volume="35",
number="6",
pages="e387-90",
abstract="Increasing burn prevention (BP) knowledge in nurse practitioners leads to better care for patients who suffer a burn injury. Web-based and classroom-based approaches to increasing an individual's knowledge, in general and specifically to BP knowledge, is currently an area of interest for researchers. As a result, the purpose of this study was to test and evaluate the influence two methods (classroom and Web-based) has on BP knowledge; and whether a difference existed between teaching modalities. Generalized mixed-effects modeling techniques were used to test for differences in scores across three time points: 1) baseline, 2) immediately after viewing the educational module online (recall), and 3) at least 2 weeks after viewing the educational module (retention); and between the groups. There was no difference in scores between online vs classroom education method (P =.894); therefore, a pooled analysis was performed (n=54). Mean scores on the BP knowledge exam increased over time (P =.003) (regardless of educational method), establishing that the education module significantly increases BP knowledge in nurse practitioners over time. Mean score before receiving the education module was 75.6%; the mean score was 81.9% immediately after the module; and 85.6% 2 weeks after receiving the education module. Either method can be used to educate and train health care providers in BP, which may provide health care providers with useful and cost-effective ways in which to improve BP knowledge and the quality of care for patients who suffer a burn injury.<p/> <p>Language: en</p>",
language="en",
issn="1559-047X",
doi="10.1097/BCR.0000000000000022",
url="http://dx.doi.org/10.1097/BCR.0000000000000022"
}