The Nursing Research collection features posters, presentations, recordings, and data authored by Temple University and Temple University Health System (TUHS) nursing students, faculty, and staff.

Recent Submissions

  • Boot Camp Cardiac Rehabilitation Education Program

    Temple University. Hospital; Drexel University (2022-05-19)
  • Recognizing burnout in newly licensed registered nurses

    Temple University. Hospital; Temple University (Health Sciences Center Campus). Library (2023-02-10)
  • A Microlearning Intervention for Staff Education

    Seeber-Combs, Colleen; Heuer, Beth; Heuer|0000-0003-3184-3994 (2023-05-04)
    The purpose of this program evaluation was to determine if implementation of a microlearning lesson covering the principles and editorial guidelines for the ANTT Framework led to improved adherence to the guidelines in new or updated Dynamic Health skills, increased knowledge acquisition, and greater satisfaction. This quasi-experimental study design used a 15-item web-based pretest and posttest conducted in October of 2022, as well as a 17-item post-intervention survey conducted in December 2022. Thirty-six participants (convenience sample) completed the microlearning intervention and survey. Manual surveillance of pre- and post intervention adherence to ANTT Framework editorial guidelines was also measured. A total of 36 editors and writers responded (26%), most had been working for EBSCO in some capacity for 2-5 years (35%) and were registered nurses (82.5%). Pre-implementation adherence to the editorial guidelines measured at 15.4%, suggesting an opportunity for improvement. The proportion of writers and editors who adhered to the ANTT editorial guidelines post-intervention {55.6%} was significantly higher than pre-intervention {15.4%}. z = -5.3204, p < .00001. This increase in the proportion of editors and writers adhering to the framework guidelines suggests that the microlearning intervention improved outcomes relative to the application of knowledge. Five weeks post-microlearning intervention, there was a significant difference in the pretest scores (M=64.47, SD=17.67) and posttest scores (M=91.42, SD=8.21) conditions; t(35)=9.00, p ˂0.0001. These results suggest that the microlearning intervention increased knowledge acquisition for the ANTT editorial guidelines. Specifically, the results suggest that an educational microlearning intervention may be more effective than traditional educational interventions in knowledge acquisition.