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Randomized Controlled Trial
. 2014 Oct 24;4(10):e006025.
doi: 10.1136/bmjopen-2014-006025.

Improvement of drug dose calculations by classroom teaching or e-learning: a randomised controlled trial in nurses

Bjoerg O Simonsen  1   2 , Gro K Daehlin  3 , Inger Johansson  3   4 , Per G Farup  2   5
Affiliations
Randomized Controlled Trial

Improvement of drug dose calculations by classroom teaching or e-learning: a randomised controlled trial in nurses

Bjoerg O Simonsen et al. BMJ Open. .

Abstract

Introduction: Insufficient skills in drug dose calculations increase the risk for medication errors. Even experienced nurses may struggle with such calculations. Learning flexibility and cost considerations make e-learning interesting as an alternative to classroom teaching. This study compared the learning outcome and risk of error after a course in drug dose calculations for nurses with the two methods.

Methods: In a randomised controlled open study, nurses from hospitals and primary healthcare were randomised to either e-learning or classroom teaching. Before and after a 2-day course, the nurses underwent a multiple choice test in drug dose calculations: 14 tasks with four alternative answers (score 0-14), and a statement regarding the certainty of each answer (score 0-3). High risk of error was being certain that incorrect answer was correct. The results are given as the mean (SD).

Results: 16 men and 167 women participated in the study, aged 42.0 (9.5) years with a working experience of 12.3 (9.5) years. The number of correct answers after e-learning was 11.6 (2.0) and after classroom teaching 11.9 (2.0) (p=0.18, NS); improvement were 0.5 (1.6) and 0.9 (2.2), respectively (p=0.07, NS). Classroom learning was significantly superior to e-learning among participants with a pretest score below 9. In support of e-learning was evaluation of specific value for the working situation. There was no difference in risk of error between groups after the course (p=0.77).

Conclusions: The study showed no differences in learning outcome or risk of error between e-learning and classroom teaching in drug dose calculations. The overall learning outcome was small. Weak precourse knowledge was associated with better outcome after classroom teaching.

Keywords: HEALTH SERVICES ADMINISTRATION & MANAGEMENT; MEDICAL EDUCATION & TRAINING.

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Figures

Figure 1
Figure 1
Participant flow chart.
Figure 2
Figure 2
Test results in drug dose calculations.
See this image and copyright information in PMC

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