Article: Continuous learning with a quiz for stroke nurses Journal: International Journal of Technology Enhanced Learning (IJTEL) 2014 Vol.6 No.3 pp.265 - 275 Abstract: A continuous learning solution was sought which allows stroke nurses to keep the vast body of theoretical knowledge fresh, stay up-to-date with new knowledge, and relate theoretical knowledge to practical experience. Based on the theoretical background of learning in the medical domain, reflective and game-based learning, we carried out a user-oriented design process that involved a focus group and a design workshop. In this process, a quiz that includes both content-based and reflection questions was identified as a viable means of transportation for theoretical knowledge. In this paper we present the result of trialling a quiz with both content-based and metacognitive (reflective) questions in two settings: In one trial the quiz was used by nurses as part of a qualification programme for stroke nurses, in the second trial by nurses outside such a formal continuous learning setting. Both trials were successful in terms of user acceptance, user satisfaction and learning. Beyond this success report, we discuss barriers to integrating a quiz into work processes within an emergency ward such as a stroke unit. Inderscience Publishers - linking academia, business and industry through research

Title: Continuous learning with a quiz for stroke nurses

Authors: Angela Fessl; Marina Bratic; Viktoria Pammer

Addresses: Know-Center, Inffeldgasse 13/6, 8010 Graz, Austria ' Know-Center, Inffeldgasse 13/6, 8010 Graz, Austria ' Knowledge Technologies Institute, Graz University of Technology, Inffeldgasse 13/5, 8010 Graz, Austria

Abstract: A continuous learning solution was sought which allows stroke nurses to keep the vast body of theoretical knowledge fresh, stay up-to-date with new knowledge, and relate theoretical knowledge to practical experience. Based on the theoretical background of learning in the medical domain, reflective and game-based learning, we carried out a user-oriented design process that involved a focus group and a design workshop. In this process, a quiz that includes both content-based and reflection questions was identified as a viable means of transportation for theoretical knowledge. In this paper we present the result of trialling a quiz with both content-based and metacognitive (reflective) questions in two settings: In one trial the quiz was used by nurses as part of a qualification programme for stroke nurses, in the second trial by nurses outside such a formal continuous learning setting. Both trials were successful in terms of user acceptance, user satisfaction and learning. Beyond this success report, we discuss barriers to integrating a quiz into work processes within an emergency ward such as a stroke unit.

Keywords: workplace learning; game-based learning; quizzes; reflective learning; continuous learning; stroke nurses; user-oriented design; content-based questions; metacognitive questions; reflective questions; user acceptance; user satisfaction; emergency wards; stroke units; healthcare management; medical knowledge.

DOI: 10.1504/IJTEL.2014.068362

International Journal of Technology Enhanced Learning, 2014 Vol.6 No.3, pp.265 - 275

Received: 07 Feb 2014
Accepted: 30 Oct 2014
Published online: 31 Mar 2015 *

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Title: Continuous learning with a quiz for stroke nurses

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