The internet provides a great educational setting for evidence-based practice for DNP-prepared nurses. Four of the most common online continuous learning techniques include distant learning, online research, peer sharing, and patient-nurse interaction. While most of these techniques existed before the advent of the internet, they included rather tedious processes. Some of the processes include making numerous trips to school libraries, manual cataloging, taking notes, as well as attending meetings and conferences. The internet, however, has advanced the DNP-Prepared nurse’s learning experience by offering a limitless capacity of skill acquisition and course development strategies. The following, therefore, are some of the effective strategies for online-based continuing education that can improve advanced nursing practice and healthcare.
First, it is vital to determine appropriate platforms for skill acquisition. According to Schmitt et al. (2012), part of the main approach is to develop a list of quality resources. For advanced practice nurses, the resources would include the online university library, government agencies such as the CDC, and databases such as CINAHL. These resources serve as a stockpile for the appropriate educational material that individuals require for professional development. They are best accessible as bookmarks on ones’ personal computer. Besides reputable academic databases, advanced-practice nurses can also join social media platforms and virtual groups that advance their knowledge. Those include professional Facebook groups and pages, ANA-related chat rooms, and patient care platforms among others.
Second, it would be advisable to validate, filter, and research on the required items. Davis et al. (2007) note that it takes a lot of skill and mental strength to shift through resources for the most appropriate information source. Therefore, it is important that advanced-practice nurses scan every resource to determine content usability and reliability. This strategy banks on the idea that DNP-prepared nurses should master the ability to determine the credibility of various web pages before using their information. Generally, it is advisable to avoid personal blogs, Wikipedia, and popular newspaper sites. Also, advanced-practice nurses should always prioritize updated content for applicability.
The third strategy involves determining the type of information under analysis. Khatony et al. (2009) suggest this step would prove that advanced-practice learners should make informed decisions on the kind of information they require for continuing education. For instance, it is almost impossible that advanced practice learners in nursing would go for irrelevant content in fashion. However, it would be vital to narrow down the content depending on an interest. For instance, one could stick to hard facts when conducting a research on the causes of hospital-acquired infections (HAI) in an ambulatory care setting.
Fourth, advanced practice nurses should always use a variety of terms during the search session. That is, one could start by using broad search elements before narrowing to refined and honed study topics. Also, while Google is a preferable search engine, always consider other alternatives such as Bing and community-based sites for a variety of results (Miller et al., 2010). Finally, it is imperative that advanced practice nurses make a decision on the type of resources that would be appropriate for their research. Given a choice for evidence-based research, they might want to go for authoritative sources such as government websites, reputable news outlets, and scientific websites. For subjective information, such as personal encounters with symptoms, DNP-prepared nurses could consider review sites, Facebook update, and personal blogs (U.S. Department of Education, 2010).
In conclusion, it is appropriate to note that the internet plays an increasingly important role in enhancing continuing education in advanced practice nursing. Nonetheless, users should take note of the idea that the internet can either be effective and distractive for professional growth. This sentiment is to show that online users are at risk of addiction. Therefore, it would be important to limit and take time in-between online sessions. Taking breaks can ensure that advanced practice learners find effective ways of conducting research and interacting with peers.
References
Davis, J., Chryssafidou, E., Zamora, J., Davies, D., Khan, K., & Coomarasamy, A. (2007). (2007). Computer-based teaching is as good as face to face lecture-based teaching of evidence based medicine: A randomized controlled trial. BMC Medical Education, 7 (23).
Khatony, A., Nayery, N., Ahmadi, F., Haghani, H., & Vehvilainen-Julkunen, K. (2009). The effectiveness of web-based and face-to-face continuing education methods on nurses' knowledge about AIDS: a comparative study. BMC Medical Education, 9 (41).
Miller, L., Graves, R., Jones, B., & Sievert, M. (2010). Beyond Google: Finding and Evaluating Web-Based Information for Community-Based Nursing Practice. International Journal of Nursing Education Scholarship, 7 (1).
Schmitt, T., Sims-Giddens, S., & Booth, R. (2012). Social Media Use in Nursing Education. OJIN: The Online Journal of Issues in Nursing Vol. 17, No. 3, Manuscript 2. doi:10.3912/OJIN.Vol17No03Man02
U.S. Department of Education. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Washington, D.C: U.S. Department of Education.
