Mp39-02 Remote Learning and Urology Nursing Education—is It Time for a New Era?

You have accessJournal of UrologyEducation Research II (MP39)1 May 2024MP39-02 REMOTE LEARNING AND UROLOGY NURSING EDUCATION—IS IT TIME FOR A NEW ERA? Kamil Malshy, Omri Nativ, Omer Sadeh, Sergiu Bistritchi, Reut Shashar, Borivoj Golijanin, Samira Abbadi, and Gilad Amiel Kamil MalshyKamil Malshy , Omri NativOmri Nativ , Omer SadehOmer Sadeh , Sergiu BistritchiSergiu Bistritchi , Reut ShasharReut Shashar , Borivoj GolijaninBorivoj Golijanin , Samira AbbadiSamira Abbadi , and Gilad AmielGilad Amiel View All Author Informationhttps://doi.org/10.1097/01.JU.0001008644.01945.6c.02AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: Urological nursing has become a distinct specialty in recent decades, requiring nurses to master disease knowledge, treatment skills, equipment operation, and patient care. Education methods' accessibility and efficacy are still unmet needs (Fig. 1). We detailed the creation of a remote learning course for urology department nursing teams, covering planning and video library development. METHODS: We conducted a prospective study in a tertiary care urology department. Nursing staff attended an "introduction to urology" course. Course topics included endo-urology, urological oncology, neuro-urology, urgent urology, and infectious diseases. The course was taught by interns remotely using "ZOOM", San Jose, California software. An evaluation of participant satisfaction was conducted. Those joining after the course completed a separate survey. Recorded videos were edited using "Windows Movie Maker, Microsoft" software and uploaded to the cloud for free access. RESULTS: Between 10/2021 and 2/2022, 8 lectures were held, totaling 16 hours of study. 26 nurses attended the course. There were 21.2 (81.5%) participants on average per session. A free video library with 8 videos averaging 65 minutes in length was created. 22 (86.4%) nurses completed the questionnaire. 17 (78%) nurses reported that the course greatly affected their conversations with patients, 19 (86.3%) reported that the course enhanced their knowledge of urology, 16 (72.7%) reported that they felt more confident working with patients, and 10 (45.4%) reported changing their daily work habits. 21 (95.4%) of participants considered the course essential, and 19 (86.3%) recommended it be conducted every 2 years. Online format was very suitable for 20 (90.1%) of nurses, but only 8 (36.3%) used the video library regularly. An additional summary booklet would be of interest to 21 (95%). 6 newly trained nurses who joined the department after the course expressed interest in a remote (n=4) or class-based (n=2) course. 4 (66%) have used the video library to help fill knowledge gaps. CONCLUSIONS: In our small-scale initiative at a single facility, we demonstrated an accessible and effective method for nursing education in urology. This method can be extended to enhance urology nursing education, especially in regions where specialized nursing education is lacking. Download PPT Source of Funding: None © 2024 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 211Issue 5SMay 2024Page: e651 Advertisement Copyright & Permissions© 2024 by American Urological Association Education and Research, Inc.Metrics Author Information Kamil Malshy More articles by this author Omri Nativ More articles by this author Omer Sadeh More articles by this author Sergiu Bistritchi More articles by this author Reut Shashar More articles by this author Borivoj Golijanin More articles by this author Samira Abbadi More articles by this author Gilad Amiel More articles by this author Expand All Advertisement PDF downloadLoading ...