Developing an e-learning education programme for staff nurses: Processes and outcomes

Wen Yin Chang, Shu Tai Hsiao Sheen, Pi Chen Chang, Pi-Hsia Lee

Research output: Contribution to journalArticlepeer-review

32 Citations (Scopus)


Objective: To describe the Instructional System Design Processes (analysis, design, development, implementation, and evaluation) used to develop an e-learning education programme for staff nurses at a 700-bed teaching medical center in Taiwan. Background: Evidence has shown that education via e-learning improves knowledge and skills; however, with cost constraints and limited resources, finding effective alternatives is critical for health professionals. Methods: Five courses required for N2 to N3 level nurses were designed for both e-learning and traditional in-classroom programmes. Multiple-choice written test questions and a satisfaction questionnaire were used to compare outcomes between programmes. Nursing care skills were rated as pass or fail. Both programmes were begun at the same time and completed within a 3-month period. Results: Forty-two staff nurses participated in this study. All nurses' knowledge scores were >70 points (out of 100) and all passed nursing care skills. In five courses, only teaching and learning and communication were statistically significantly different (p = 0.001). Nearly all nurses (97.6%) felt satisfied or very satisfied with the programmes. Conclusions: Instructional System Design Processes provide an alternative delivery system for in-service nursing education which allows for individualized leaning.

Original languageEnglish
Pages (from-to)822-828
Number of pages7
JournalNurse Education Today
Issue number7
Publication statusPublished - Oct 2008


  • e-Learning
  • Nurses
  • Outcomes

ASJC Scopus subject areas

  • Medicine(all)
  • Nursing(all)
  • Education
  • Health(social science)


Dive into the research topics of 'Developing an e-learning education programme for staff nurses: Processes and outcomes'. Together they form a unique fingerprint.

Cite this