Abstract
Background: There is a significant gap in nursing science regarding transformational leadership within nursing education, particularly in its application to education and online learning modules. In response an online mobility module was implemented to support an institution-wide shift toward improved mobility. Nursing leaders across management, quality, and education collaborated to develop, review, and test module content.
Purpose: This study evaluates the test performance of nursing staff and identifies implications for future education similar to other nursing leadership interventions (Melnyk et al., 2020).
Participants/Subjects: A total of 7,596 test scores from nurses (RNs) and patient care associates (PCAs) were analyzed retrospectively, representing various hospital departments.
Methods: The mobility module was assigned to all nursing staff and required viewing a video in order to pass. Feedback was disabled. Data collected included attempt number, test scores, and job code. Descriptive statistics and T-tests were completed. This design parallels studies that utilize analytics to identify educational needs within nursing programs (Ayodugu, 2023).
Results: Only 24% of module attempts resulted in a passing score, indicating significant lack of retention of module content. Over 88% of attempts were the third or more test or resulted in non-passing scores, suggesting limited engagement with content. This finding is consistent with trends in nursing education, where low pass rates may indicate the need for increased interactivity and personalized feedback mechanisms (Scott-Richardson et al., 2022). T-test results reported that RNs had significantly higher average scores than PCAs (p <0.01) and take fewer attempts than PCAs (p<0.01). The results align with recent insights into education, which emphasize interactive, adaptive learning methods for retention and skill mastery (Bryan & Asghar Ali, 2019).
Conclusions: While the mobility module served as a tool for initial learning, future modules should integrate interactive elements to enhance engagement, improve education outcomes related to patient safety and quality improvement, and align with nursing staff's experiential learning needs. The current study highlights the importance of refining online modules to promote sustainable learning outcomes within hospital education (Jorge et al., 2021).
Notes
References:
1. Aydogdu, A. L. F. (2023). Trends of publications on transformational leadership in nursing: A bibliometric analysis. Leadership in Health Services, 37(1), 34–52. https://doi.org/10.1108/lhs-01-2023-0002
2. Bryan, J. L., & Asghar Ali, A. A. (2019). Development and dissemination of an interprofessional online dementia training curriculum. Journal of the American Geriatrics Society, 68(1), 192–197. https://doi.org/10.1111/jgs.16240
3. Jorge, A. E. S., Bennell, K. L., Kimp, A. J., Campbell, P. K., & Hinman, R. S. (2021). An e-learning program for physiotherapists to manage knee osteoarthritis via telehealth during the COVID-19 pandemic: Real-world evaluation study using registration and survey data. JMIR Medical Education, 7(4), e30378. https://doi.org/10.2196/30378
4. Melnyk, B. M., Zellefrow, C., Tan, A., & Hsieh, A. P. (2020). Differences between Magnet and Non-Magnet Designated Hospitals in nurses’ evidence-based practice knowledge, competencies, mentoring, and culture. Worldviews on Evidence-Based Nursing, 17(5), 337–347. https://doi.org/10.1111/wvn.12467
5. Scott-Richardson, M., Johnson, G., McGlorthan, L., Webber, R., Kirk, K., Giordano, N., Kryzek, M., & Highland, K. (2022). Development and implementation of an online pain management continuing education program. Pain Management Nursing, 23(6), 752–758. https://doi.org/10.1016/j.pmn.2022.05.006
Sigma Membership
Non-member
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Advanced Analytics
Keywords:
Teaching and Learning Strategies, Virtual Learning, Workforce
Recommended Citation
McBroom, Jade; Peters, Alicia; Tsu, Allie; and Platt, Valerie, "Performance of an Online Mobility Module: Implications for Education in Hospital Nursing Practice" (2025). International Nursing Research Congress (INRC). 118.
https://www.sigmarepository.org/inrc/2025/posters_2025/118
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Performance of an Online Mobility Module: Implications for Education in Hospital Nursing Practice
Seattle, Washington, USA
Background: There is a significant gap in nursing science regarding transformational leadership within nursing education, particularly in its application to education and online learning modules. In response an online mobility module was implemented to support an institution-wide shift toward improved mobility. Nursing leaders across management, quality, and education collaborated to develop, review, and test module content.
Purpose: This study evaluates the test performance of nursing staff and identifies implications for future education similar to other nursing leadership interventions (Melnyk et al., 2020).
Participants/Subjects: A total of 7,596 test scores from nurses (RNs) and patient care associates (PCAs) were analyzed retrospectively, representing various hospital departments.
Methods: The mobility module was assigned to all nursing staff and required viewing a video in order to pass. Feedback was disabled. Data collected included attempt number, test scores, and job code. Descriptive statistics and T-tests were completed. This design parallels studies that utilize analytics to identify educational needs within nursing programs (Ayodugu, 2023).
Results: Only 24% of module attempts resulted in a passing score, indicating significant lack of retention of module content. Over 88% of attempts were the third or more test or resulted in non-passing scores, suggesting limited engagement with content. This finding is consistent with trends in nursing education, where low pass rates may indicate the need for increased interactivity and personalized feedback mechanisms (Scott-Richardson et al., 2022). T-test results reported that RNs had significantly higher average scores than PCAs (p <0.01) and take fewer attempts than PCAs (p<0.01). The results align with recent insights into education, which emphasize interactive, adaptive learning methods for retention and skill mastery (Bryan & Asghar Ali, 2019).
Conclusions: While the mobility module served as a tool for initial learning, future modules should integrate interactive elements to enhance engagement, improve education outcomes related to patient safety and quality improvement, and align with nursing staff's experiential learning needs. The current study highlights the importance of refining online modules to promote sustainable learning outcomes within hospital education (Jorge et al., 2021).
Description
This study assesses an online mobility module's performance among nursing staff. Analyzing 7,596 test scores, results showed only 24% attempts were passing, indicating knowledge gaps and limited engagement. Findings suggest the need for interactive learning approaches to improve retention and application. Future modules should incorporate interactive methods to support sustained learning and practice improvement.