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da Silva ML, Franco FF, Vieira JA, da Silva JF, Santos GCSD, da Cunha BM, Pereira FEA, Nardoni N, Gomes FB, Cocentino BCB, Marques RG, de Melo NS, Petenate AJ, Hamada APS, Cristalda CMR, Ue LY, de Barros CG, Vernal S. Using active learning strategies during a quality improvement collaborative: exploring educational games to enhance learning among healthcare professionals. BMJ Open Qual 2024; 13:e002427. [PMID: 38631817 PMCID: PMC11029227 DOI: 10.1136/bmjoq-2023-002427] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2023] [Accepted: 03/10/2024] [Indexed: 04/19/2024] Open
Abstract
BACKGROUND The Breakthrough Series model uses learning sessions (LS) to promote education, professional development and quality improvement (QI) in healthcare. Staff divergences regarding prior knowledge, previous experience, preferences and motivations make selecting which pedagogic strategies to use in LS a challenge. AIM We aimed to assess new active-learning strategies: two educational games, a card game and an escape room-type game, for training in healthcare-associated infection prevention. METHODS This descriptive case study evaluated the performance of educational strategies during a Collaborative to reduce healthcare-associated infections in Brazilian intensive care units (ICUs). A post-intervention survey was voluntarily offered to all participants in LS activities. RESULTS Seven regional 2-day LS were held between October and December 2022 (six for adult ICUs and one for paediatric/neonatal ICUs). Of 194 institutions participating in a nationwide QI initiative, 193 (99.4%) participated in these activities, totalling 850 healthcare professionals. From these, 641 participants responded to the survey (75.4%). The post-intervention survey showed that the participants responded positively to the educational activities. CONCLUSION The participants perceived the various pedagogical strategies positively, which shows the value of a broad and diverse educational approach, customised to local settings and including game-based activities, to enhance learning among healthcare professionals.
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Affiliation(s)
| | | | | | | | | | | | | | - Natalia Nardoni
- BP - A Beneficência Portuguesa de São Paulo, São Paulo, SP, Brazil
| | | | | | | | | | - Ademir Jose Petenate
- Hcor, São Paulo, SP, Brazil
- Hospital Israelita Albert Einstein, São Paulo, SP, Brazil
- Hospital Sírio-Libanês, São Paulo, SP, Brazil
- Hospital Moinhos de Vento, Porto Alegre, RS, Brazil
- BP - A Beneficência Portuguesa de São Paulo, São Paulo, SP, Brazil
- Hospital Alemão Oswaldo Cruz, São Paulo, SP, Brazil
| | - Andreza Pivato Susin Hamada
- Hcor, São Paulo, SP, Brazil
- Hospital Israelita Albert Einstein, São Paulo, SP, Brazil
- Hospital Sírio-Libanês, São Paulo, SP, Brazil
- Hospital Moinhos de Vento, Porto Alegre, RS, Brazil
- BP - A Beneficência Portuguesa de São Paulo, São Paulo, SP, Brazil
- Hospital Alemão Oswaldo Cruz, São Paulo, SP, Brazil
| | | | | | | | - Sebastian Vernal
- Hcor, São Paulo, SP, Brazil
- Hospital Israelita Albert Einstein, São Paulo, SP, Brazil
- Hospital Sírio-Libanês, São Paulo, SP, Brazil
- Hospital Moinhos de Vento, Porto Alegre, RS, Brazil
- BP - A Beneficência Portuguesa de São Paulo, São Paulo, SP, Brazil
- Hospital Alemão Oswaldo Cruz, São Paulo, SP, Brazil
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