Implementing e-learning with critical care nursing education
Hospital-based critical care nursing education has traditionally been a process comprised of two components, classroom-based theoretical foundation and hands-on skill development. This thesis looks at how the education process is modified when an e-learning program is incorporated as part of the theoretical foundation component. The study was conducted with 10% ofhospitals using an e-learning program provided by the American Association of Critical-Care Nurses (AACN). Participants ranged in size from less than 100 beds to over 500 beds in geographically diverse locations ranging from California to Massachusetts. Data were segmented into three categories: total bedsize of facility, number of adult critical care beds per facility, and total number of units using the program within each facility. Time devoted to the theoretical component of the education process, both before and after implementing the e-leaming program, was compared to illustrate the changes that resulted from its use. Trends in blending the e-learning program with classroombased instruction, combined with parallels in the structure of concept acquisition, provide insight about the current practice for integrating e-leaming with hospitalbased critical care nursing education.