The effects of neurologic assessment E-learning in nurses

Ji Yeon Shin, Barry Issenberg, Young Sook Roh

Research output: Contribution to journalArticlepeer-review

8 Scopus citations


Background A firm understanding of the preliminary assessment of a patient with neurological disorders is needed for ensuring optimal patient outcomes. Objectives The purpose of this study is to evaluate the effects of using e-learning on neurologic assessment knowledge, ability, and self-confidence among nurses. Design This study used a non-equivalent control group pretest-posttest design. Settings Nurses working in the neurology and neurosurgery wards, Republic of Korea Participants A convenience sample of 50 nurses was assigned to either the experimental group (n = 24) or the control group (n = 26). Methods The experimental group participated in the self-directed e-learning program related to neurologic assessment, and control group underwent self-directed learning with handout. Knowledge, ability, and self-confidence were measured at pretest and posttest. Results There were no significant differences in knowledge (U = 270, p = 0.399) and self-confidence (U = 241.5, p = 0.171) between the two groups. Nurses in the experimental group showed higher neurologic assessment ability compared with those in the control group (U = 199, p = 0.028). Conclusions Self-directed neurologic assessment e-learning induced improvement in the neurologic assessment ability among nurses. Self-directed e-learning can be applied for improving competencies in neurologic assessment.

Original languageEnglish (US)
Pages (from-to)60-64
Number of pages5
JournalNurse Education Today
StatePublished - Oct 1 2017


  • Computer-assisted instruction
  • E-learning
  • Neurologic examination
  • Nurse
  • Self-directed learning

ASJC Scopus subject areas

  • Nursing(all)
  • Education


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