Journal of Clinical Nursing (11/02/22) Dyke, Ellen V.; Jauncey-Cooke, Jacqueline; Johnston, Amy N.B.

A realist literature review evaluated e-learning interventions in online continuing professional development programs to teach resident nurses venous thromboembolism (VTE) prevention. The authors searched seven databases, focusing on the unified theory of acceptance and use of technology's (UTAUT) model in determining e-learning outcomes. Analysis of three included studies yielded eight Context-Mechanism-Outcome models for translating VTE e-learning into practice. The review indicated that participants were more likely to value participation and engage with educational content that was directly oriented to their scope of practice. Engagement also increased when using e-learning platforms that participants were familiar with and that promoted interactive learning. Program completion and knowledge rates spiked when incentives were offered, and when unit managers or organizations supported online VTE education. Other contributing factors included committed time and access to computers or the Internet. The researchers observed that increased VTE knowledge encouraged participants to adopt practice change and retain knowledge. "With the global pandemic increasing focus on the need for social distancing in workplaces, there is an increasingly recognized need for educators to create effective online VTE education that is accessible to nurses," the authors note. They conclude the UTAUT model is appropriate "for guiding the design, implementation and adoption of e-learning programs."

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