Testing an Online Interactive Wound Care Program

 Computer-based learning programs for health care professionals are widely available. The effects of internet-based learning are generally positive. ^1,2  However, most programs lack interactive capabilities that improve cognition3 and promote “deep” learning.4   Providing safe, evidence- based wound care requires extensive knowledge and assessment proficiency.  Because non-expert clinicians deliver most wound care, they need more wound care education.5,6 Research suggests that one set of valid and reliable wound care algorithms* may have a protective effect for users with limited wound assessment skills thus supporting patient safety.6  Given their strong content and construct validity, an online interactive version of these algorithms was developed to help non-expert health care professionals apply them to clinical practice. After completing 15 wound assessments using acute and chronic wound photographs, users receive a results score for appropriately selected topical therapy, can review incorrect choices, and print a completion certificate.

The purpose of this study was to ensure that the online program content and construction were correct. Following beta-testing and correcting minor problems and using established quantitative and qualitative methods6, a total of 56 wound care experts (66% RN, 12% NP, average age 42) completed the on-line study. 

Participants identified several programming glitches and needed design improvements. Overall, participant feedback was very positive. Agreement for algorithm selection was strong (80%). Correct algorithm and product selection were higher for the online than for paper-pencil testing and average percent correct dressing choice increased with usage (range 79 % for photo 1 to 95% for photo 15, r2 = 0.12).

Results of this study suggest that: a) testing interactive computer programs affecting patient care is essential; b) continued validation analysis with large, non-expert samples, is warranted; and c) interactive digital programs may provide “cognitive residue,” lingering mental patterns promoting safer thinking. ³