HealthResJ, health, medicine, nursing, research https://ejournals.epublishing.ekt.gr/index.php/HealthResJ/sitemap

Applying the Kirkpatrick-Model on evaluating an educational intervention about transfusion medicine among nurses. Preliminary results

PDF
Published: Apr 7, 2022
DOI: https://doi.org/10.12681/healthresj.29191
Keywords:
Transfusion Medicine Education Evaluation Kirkpatrick Model Nurses
Aspasia Argyrou
MD, MSc, PhD (c), Department of Nursing, National and Kapodistrian University of Athens, Greece - MD, Department of Blood Transfusion, “Agioi Anargyroi” Hospital Athens, Greece
https://orcid.org/0000-0003-0665-8471
Abraham Pouliakis
PhD, 2nd Department of Pathology, National and Kapodistrian University of Athens, "ATTIKON" University Hospital, Athens, Greece
https://orcid.org/0000-0002-0074-3619
Anthippi Gafou
MD, Department of Blood Transfusion, “Agioi Anargyroi” Hospital Athens, Greece
Konstantinos Tsoumakas
Professor, Department of Nursing, National and Kapodistrian University of Athens, Greece
Theodoros Mariolis- Sapsakos
Professor, Department of Nursing, National and Kapodistrian University of Athens, Greece
Georgios Fildisis
Professor, Department of Nursing, National and Kapodistrian University of Athens, Greece
Abstract

Background: Implementation of systematic and sustainable training in theoretical and practical aspects of transfusion, maximizes transfusion-safety and improves quality of nursing services. Kirkpatrick-Model can be used effectively for evaluating such educational programs.


Method and Materials: According to Kirkpatrick-Model, evaluation of educational programs is determined by four levels: 1st-Reaction, 2nd-Learning, 3rd-Behavior, 4th-Results. During years 2018-2019, an educational program about transfusion-medicine (presentations-lectures, brochures distribution, individual training) was implemented among nurses working mainly in an Oncology Hospital of the Hellenic National Health System. Demographics, educational/professional experience, knowledge-level on transfusion-medicine as well as suggestions for improving it, were checked with pre-and post-training questionnaires. Statistical analysis was made using SAS9.4-software for Windows/Excel 2007 (Kruskal-Wallis method for numeric parameters, x2-test for categorical). The significance level was set to P<0.05.


Results: Regarding trainees’ reaction (level 1), 38.59% considered the educational program “satisfactory” (before training, 13.67% answered that they needed no training, after training 52.26%, P<0.05).


Regarding learning (level 2), there was improvement in knowledge (14.2±3 correct answers/respondent before training, 21.1±1.8 correct answers/respondent post-training, 48.6% increase in correct answers/respondent, P<0.000001).


The evaluation of the trainees' change of work-behavior due to training (level 3) will be performed through an extended observation-period by auditors using an extensive evidence-based observatory checklist. The overall outcome of training (level 4) will be assessed after completing the above-mentioned audits.


Conclusions: According to Kirkpatrick-Model, the applied educational program is evaluated positively in terms of levels 1-2, as it was considered sufficient by trainees and improved their theoretical knowledge. Further evaluation in terms of levels 3-4 is an ongoing procedure.

Article Details
  • Section
  • Original Articles

Copyright notice:

Authors retain copyright of their work and grant the Health and Research Journal the right of first publication.

License:
Articles are published under the Creative Commons Attribution 4.0 International License (CC BY 4.0). This license permits use, sharing, adaptation, distribution, and reproduction in any medium or format, including for commercial purposes, provided that appropriate credit is given to the author(s) and the original publication in this journal, a link to the license is provided, and any changes are indicated.

Attribution requirement:
Any reuse must include the article citation and DOI (where available), and indicate if changes were made.

Downloads
Download data is not yet available.
References
Jones JM, Sapiano MRP, Savinkina AA, Haass KA, Baker ML, Henry RA, et al., Slowing decline in blood collection and transfusion in the United States - 2017. Transfusion 2020; 60 Suppl 2:S1-S9.
Sapiano MRP, Jones JM, Savinkina AA, Haass KA, Berger JJ, Basavaraju SV, Supplemental findings of the 2017 National Blood Collection and Utilization Survey. Transfusion 2020; 60 Suppl 2:S17-S37.
Whitaker B, Rajbhandary S, Kleinman S, Harris A, Kamani N, Trends in United States blood collection and transfusion: results from the 2013 AABB Blood Collection, Utilization, and Patient Blood Management Survey. Transfusion 2016; 56(9):2173-83.
Janssen MP, van Hoeven LR, Rautmann G. Trends and observations on the collection, testing and use of blood and blood components in Europe- 2001-2011 report. Strasbourg 2015.
Goel R, Chappidi MR, Patel EU, Ness PM, Cushing MM, Frank SM, et al., Trends in Red Blood Cell, Plasma, and Platelet Transfusions in the United States, 1993-2014. JAMA: the journal of the American Medical Association 2018; 319(8):825-7.
van Hoeven LR, Koopman MMW, Koffijberg H, Roes KCB, Janssen MP, Historical time trends in red blood cell usage in the Netherlands. International Journal of Clinical Transfusion Medicine 2016:67–77.
PHB Bolton-Maggs (Ed) D Poles et al., on behalf of the Serious Hazards of Transfusion (SHOT) Steering Group. Serious Hazards of Transfusion, SHOT Report (2015) 2014. Available from: https://www.shotuk.org/wp-content/uploads/myimages/report-2014.pdf.
Bolton-Maggs P. Serious Hazards of Transfusion Annual Report: Headlines: Deaths, Major Morbidity and ABO-Incompatible Transfusions. Serious Hazards of Transfusion Annual Report; 2015 [cited 2021 8 February]; Available from: https://www.shotuk.org/wp-content/uploads/myimages/3.-Headlines-Deaths-Major-Morbidity-and-ABO-Incompatible-Transfusions.pdf.
Narayan S, Poles D. Headline Data: Deaths, Major Morbidity and ABO-Incompatible Transfusions. Serious Hazards of Transfusion (SHOT); 2019 [cited 2021 8 February]; Available from: https://www.shotuk.org/wp-content/uploads/myimages/3.-Headline-Data-Deaths-Major-Morbidity-and-ABO-Incompatible-Transfusions-2.pdf.
Hollnagel E. Human Reliability Analysis Context and Control: Academic Press Limited; 1993.
Baartman LKJ, de Bruijn E, Integrating Knowledge, Skills and Attitudes: Conceptualising Learning Processes towards Vocational Competence. Educational Research Review 2011; 6(2):125-34.
Kamoun F, Nicho M, Human and Organizational Factors of Healthcare Data Breaches: The Swiss Cheese Model of Data Breach Causation And Prevention. Int J Heal Inf Syst Informatics 2014; 9:42-60.
Louw LD, Grobbelaar J, Henn L, van Zyl L, Wernich C, Wessels PL, et al., Management of blood products: Nursing knowledge and practices at an academic hospital. Transfus Apher Sci: official journal of the World Apheresis Association: official journal of the European Society for Haemapheresis 2021; 60(1):102971.
Rudrappan RB, Evaluating the Knowledge and Practices of Nurses and Paramedics in Blood Transfusion Services - A survey in the states of Tamil Nadu and Pondicherry, India. J Educ Health Promot 2019; 8:48.
Kirkpatrick D, Great Ideas Revisited: Revisiting Kirkpatrick's Four-Level Model. Training and Development. 1996; 50(1):54-7.
Kirkpatrick D, Kirkpatrick JD. Evaluating training programs: the four levels. 3rd ed. San Francisco: Berrett-Koehler; 2006.
Bland M. An introduction to medical statistics. 3rd ed. Oxford ; New York: Oxford University Press; 2000.
Petrie A, Sabin C. Medical statistics at a glance. Fourth edition. ed 2019.
Ito S, Seto K, Kigawa M, Fujita S, Hasegawa T, Hasegawa T, Development and applicability of Hospital Survey on Patient Safety Culture (HSOPS) in Japan. BMC health services research 2011; 11:28.
British Committee for Standards in Haematology. Guideline on the Administration of Blood Components. London: British Committee for Standards in Haematology; 2012 [cited 2021 8 February]; BCSH, London, 2009. Guideline review 12.]. Available from: http://www.bcshguidelines.com/.
Shih AW, Morrison D, Sekhon AS, Lin Y, Charge S, Chipperfield K, et al., Educating the next frontier of transfusionists: a transfusion camp pilot program for nurse practitioners. Transfusion 2020; 60(6):1142-8.
Panchawagh SJ, Melinkeri S, Panchawagh MJ, Assessment of Knowledge and Practice of Blood Transfusion Among Nurses in a Tertiary Care Hospital in India. Indian J Hematol Blood Transfus 2020; 36(2):393-8.
Freixo A, Matos I, Leite A, Silva A, Bischoff F, Carvalho M, et al., Nurses knowledge in Transfusion Medicine in a Portuguese university hospital: the impact of an education. Blood Transfus 2017; 15(1):49-52.
Riveira MC, Fredrickson TA, Iha BR, Mitchell SH, White NJ, Arbabi S, et al., Improving emergency department blood product use through nursing education. Transfusion 2020; 60(6):1227-30.
Riveira MC, Louzon MJ, Tuott EE, Monoski TJ, Cruz-Cody VG, Tesfamariam A, et al., Blood School. American journal of clinical pathology 2020; 153(4):524-9.
Scott SS, Henneman EA, Nathanson BH, Andrzejewski C, Jr., Gonzalez M, Walker R, et al., Use of a Transfusion Checklist by Student Nurses to Improve Patient Safety. J Nurses Prof Dev 2020; 36(1):33-8.
Islami Vaghar M, The Impact of an Educational Program on Blood and Blood Products Transfusion on Nurses' Level of Knowledge and Performance. J Med Life 2018; 11(3):238-42.
Jumpp S, Evidence-Based Competency Training Program for Blood Product Administration. Worldviews on evidence-based nursing / Sigma Theta Tau International, Honor Society of Nursing. 2021.
Lee W, Kim M, Kang Y, Lee YJ, Kim SM, Lee J, et al., Nursing and medical students' perceptions of an interprofessional simulation-based education: a qualitative descriptive study. Korean J Med Educ 2020; 32(4):317-27.
Molina-Arrebola MA, Fernandez-Guerrero E, Aguirre-Ortega FJ, Avivar-Oyonarte C, Digital resources for transfusion education. J Educ Health Promot 2020; 9:173.
Swaminathan N, Ravichandran L, Ramachandran S, Milanese S, Blended learning and health professional education: Protocol for a mixed-method systematic review. J Educ Health Promot 2020; 9:46.
Rahajeng IM, Muslimah F, Towards safe blood-transfusion practice for nurses: Effectiveness of comic-based learning tool. Enferm Clin 2020; 30 Suppl 7:126-30.
Marzo RR, Bhattacharya S, Ujang NB, Naing TW, Huong Fei AT, Chun CK, et al., The impact of service quality provided by health-care centers and physicians on patient satisfaction. J Educ Health Promot 2021; 10:160.
Yazdankhahfard M, Ravanipour M, Mirzaei K, The gap in the clinical learning environment: The viewpoints of nursing students. J Educ Health Promot 2020; 9:311.
Galehdar N, Ehsani M, Irajpour A, Jafari-Mianaei S, Evaluation of in-person continuing education programs from the perspective of ward nurses. J Educ Health Promot 2020; 9:258.
Poortaghi S, Salsali M, Ebadi A, Pourgholamamiji N, Accreditation of nursing clinical services: Development of an appraisal tool. Nursing open 2020; 7(5):1338-45.
Yildiz A, Kaya S, Perceptions of nurses on the impact of accreditation on quality of care. Clin Gov: An International Journal 2014; 19(2):69-82.
Aloweni F, See MTA, Ng XP, Ang SY, Employing serious game for assessing knowledge of blood transfusion procedure among nurses: A qualitative evaluation and feedback improvement study. Nurse Educ Today 2021; 101:104873.