Implementation of Computer-Based Educational Modules: Improving Nurse Self-Efficacy and Nurse Knowledge

Abstract

Nurses' clinical knowledge and self-efficacy impact the quality of nursing care delivered, patients' healthcare experiences, and organizational outcomes. Educational opportunities that augment nurses' current knowledge enhance clinical competency and perceived self-efficacy. The purpose of this Quality Improvement (QI) project was to improve Heart and Vascular Progressive Care (HV PCU) nurse self-efficacy and knowledge of the care provided to post-surgical carotid artery endarterectomy (CEA) and carotid artery stenting (CAS) patients. A computer-based educational course including three modules was developed and implemented to advance nurses' knowledge and self-efficacy. The modules reviewed carotid vasculature anatomy and provided an overview of CEA/CAS and stroke. A knowledge-based test and the Modified General Self-Efficacy (GSE) Survey were administered to measure pre- and post-module competency and perceived self-efficacy. HV PCU pre-project Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) survey scores established baseline nurse-patient communication metrics, while post-CEA/CAS patient interview results evaluated post-project communication. An analysis of project data collected before and after course completion demonstrated increased HV PCU nurses' knowledge and self-efficacy. Overall, implementation of the educational modules integrated new information with previously acquired knowledge to improve HV PCU nurses’ knowledge and self-efficacy, enhancing clinical competence, quality of nursing care, and post-CEA/CAS patients’ hospital experience. Although the results cannot be generalized beyond the HV PCU setting, the QI project addressed HV PCU gaps in knowledge and provided a learning opportunity that has been added to the nurse orientation pathway.