Re-thinking pain educational strategies: Pain a new model using e-learning and PBL.
Despite some high profile reorganisation including the introduction of acute pain teams, many patients still experience unnecessary pain. Traditional teaching and learning strategies seem to have made little impact in clinical practice. This paper explores the possible reasons for this and identifies the need to help postregistration students transfer (re-contextualise) what they are learning to practice. A new, more flexible pain management module utilising a blended face to face/e-learning approach within a problem-based learning philosophy was introduced to increase knowledge in pain management whilst also attempting to overcome the barriers to knowledge transfer into practice. This is done by challenging attitudes and encouraging students to explore their clinical practice alongside theoretical concepts.
Keyte
Donna
D
University of Manchester, School of Nursing, Midwifery and Social Work, Jean MacFarlane Building, University Place, Oxford Road, Manchester, M13 9PL, UK. Donna.j.keyte@manchester.ac.uk
Richardson
Cliff
C
D002983:Clinical Competence; D004509:Education, Nursing, Continuing; D004522:Educational Status; D018961:Educational Technology; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D020407:Internet; D017145:Models, Educational; D010146:Pain / Q000451:nursing*; D010147:Pain Measurement; D018794:Problem-Based Learning; D011795:Surveys and Questionnaires; D013663:Teaching