Interactive workshops as a learning and teaching method for primary healthcare nurses

Eva Mukurunge; Marianne Reid; Annali Fichardt; Mariette Nel

doi:10.4102/hsag.v26i0.1643

Interactive workshops as a learning and teaching method for primary healthcare nurses

Health SA. 2021 Dec 10:26:1643. doi: 10.4102/hsag.v26i0.1643. eCollection 2021.

Authors

Eva Mukurunge¹, Marianne Reid¹, Annali Fichardt¹, Mariette Nel²

Affiliations

¹ School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa.
² Department of Biostatistics, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa.

Abstract

Background: Traditionally, learning by and teaching for primary healthcare (PHC) nurses use didactic, teacher-centred approaches. Hence, the feasibility of interactive workshops in non-threatening PHC environments to refresh nurses' knowledge on patient care needs exploring.

Aim: To describe interactive workshops as a learning and teaching method for PHC nurses.

Setting: Primary healthcare clinics.

Methods: Systematic literature search followed by an exploratory experimental pre or post-test control group design. Random clinic sampling (n = 26) led to clinic inclusion at the control (n = 5) and experimental (n = 5) sites. Nurses (n = 42) were conveniently selected for the control (n = 21) and experimental (n = 21) groups. Experimental participants (n = 21) attended interactive workshops (n = 5) where various strategies were applied, whilst addressing key diabetes messages. Both groups completed a questionnaire aligned to diabetes messages pre- and post-workshop. Additionally, a Likert scale questionnaire was posed to the experimental group post-workshop. Data was analysed statistically and presented as descriptive statistics, frequencies and percentages.

Results: Articles reviewed (n = 20) identified types of interactive activities, role players, learning content covered, feasibility and duration of the interactive workshops. Pre or post-testing results of the workshops participants indicate improved knowledge related to peripheral sensation (0.03) and (< 0.01). Results from the questionnaire revealed participants' satisfaction with the interactive workshops.

Conclusion: Interactive workshops as a learning and teaching method could lead to change in knowledge, and participant satisfaction. However, using a combination of interactive workshops and other teaching modalities may enhance learning and teaching further.

Contribution: Interactive workshops are a feasible instructional method during refresher courses for healthcare providers.

Keywords: group discussions; interactive workshops; learning and teaching; primary healthcare nurses; role play; scenarios.