scholarly journals Roles of Technology Enhanced Learning in Tackling Antimicrobial Resistance among Laboratory Professionals in Public Health Facilities in Nigeria

2020 ◽  
pp. 18-24
Author(s):  
Nura Bawa ◽  
Hafsat Yusuf Imam
Keyword(s):  
Public Health ◽  
Health Care ◽  
Antimicrobial Resistance ◽  
Health Care Professionals ◽  
Health Facilities ◽  
Technology Enhanced Learning ◽  
Laboratory Equipment ◽  
Public Health Facilities ◽  
Enhanced Learning ◽  
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Technology has been found effective in almost all aspects of life. This includes its effectiveness in the field of education through technology enhanced learning. This paper aimed to look at roles of technology enhanced learning in tackling antimicrobial resistance among laboratory professionals in public health facilities in Nigeria. Qualitative research design was adopted for the study. Population of the study included all 75300 laboratory professionals in the North-west Nigeria. Convenience sampling technique was used to select 382 participants as sample for the study. This was guided by Research Advisors Model for selection of sample size. The instrument (open ended questionnaire) was used to gather data for the study. It was validated by experts, pilot study was conducted, and reliability index of 0.88 was obtained. It was found from the study that most of the health care professionals lamented not only they lack modern laboratory equipment but also lack technical knows how to operate the modern laboratory equipment/tools/apparatuses. It also was gathered that vast majority of them use handheld devices (smart phones) with few of them using laptops and in extreme cases desktops computers for learning and other day-to-day activities. Based on the findings from the study, it was concluded that in the 21st Century, collaborations through technology has become imminent. Thus, technology enhanced professional learning will not only help share information about global challenges but also help in providing lasting solutions to it. The study recommended that workshops and regular trainings should be organized to teach health care professionals on how to effectively collaborate, generate and share information through social media platforms.

scholarly journals Uptake of evidence in policy development: the case of user fees for health care in public health facilities in Uganda

2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Juliet Nabyonga-Orem ◽  
Freddie Ssengooba ◽  
Rhona Mijumbi ◽  
Christine Kirunga Tashobya ◽  
Bruno Marchal ◽  
...  
Keyword(s):  
Public Health ◽  
Health Care ◽  
Policy Development ◽  
Health Facilities ◽  
User Fees ◽  
Public Health Facilities

scholarly journals Evaluation of Technology-Enhanced Learning Programs for Health Care Professionals: Systematic Review (Preprint)

2017 ◽  
Author(s):  
Pam Nicoll ◽  
Sandra MacRury ◽  
Hugo C van Woerden ◽  
Keith Smyth
Keyword(s):  
Systematic Review ◽  
Health Care ◽  
Health Care Professionals ◽  
Current Evidence ◽  
Learner Satisfaction ◽  
Average Score ◽  
Technology Enhanced Learning ◽  
Current Evidence Base ◽  
Enhanced Learning ◽  
Satisfaction Surveys

BACKGROUND Technology-enhanced learning (TEL) programs are increasingly seen as the way in which education for health care professionals can be transformed, giving access to effective ongoing learning and training even where time or geographical barriers exist. Given the increasing emphasis on this mode of educational support for health care practitioners, it is vital that we can effectively evaluate and measure impact to ensure that TEL programs are effective and fit for purpose. This paper examines the current evidence base for the first time, in relation to the evaluation of TEL programs for health care professionals. OBJECTIVE We conducted a systematic review of the current literature relating to the evaluation of TEL programs for health care professionals and critically appraised the quality of the studies. METHODS This review employed specific search criteria to identify research studies that included evaluation of TEL for health care professionals. The databases searched included Medline Ovid, Cumulative Index of Nursing and Allied Health Literature Plus Advanced, Applied Social Sciences Index and Abstracts, ZETOC, Institute of Electrical and Electronics Engineers Explore Digital Library, Allied and Complementary Medicine, and Education Resources Information Center between January 2006 and January 2017. An additional hand search for relevant articles from reference lists was undertaken. Each of the studies identified was critically appraised for quality using the Crowe Critical Appraisal Tool. This approach produced a percentage total score for each study across specified categories. A proportion of the studies were independently assessed by an additional two reviewers. RESULTS The review identified 21 studies that met the inclusion criteria. The studies included scored totals across eight categories within a range of 37%-95% and an average score of 68%. Studies that measured TEL using learner satisfaction surveys, or combined pretest and posttest knowledge score testing with learner satisfaction surveys, were found to be the most common types of TEL evaluations evident in the literature. The studies reviewed had low scores across reporting on ethical matters, design, and data collection categories. CONCLUSIONS There continues to be a need to develop effective and standard TEL evaluation tools, and good quality studies that describe effective evaluation of TEL education for health care professionals. Studies often fail to provide sufficient detail to support transferability or direct future TEL health care education programs.

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