Lifelong learning in community healthcare: Testing competence after learning activities in a blended learning space.

NURSING audit; NURSING education; NATIONAL competency-based educational tests; ONLINE education; LECTURE method in teaching; CARDIOPULMONARY resuscitation; CONFIDENCE intervals; ULCERS; VOCATIONAL education; CROSS-sectional method; REGRESSION analysis; DIABETES; TRANSPORTATION of patients; HYGIENE; CONTINUING education; HUMAN services programs; LEARNING strategies; T-test (Statistics); GERIATRIC nursing; NURSES; QUESTIONNAIRES; DESCRIPTIVE statistics; SUPERVISION of employees; DATA analysis software; STATISTICAL models; PATIENT education; NURSING ethics; COMMUNITY health nursing; COVID-19 pandemic; HEALTH promotion; MEDICAL needs assessment

Aims and Objectives: This study reports from a municipality in Norway that implemented a competence enhancement programme for all its institutional nursing staff during the COVID‐19 pandemic to fill identified competence gaps. Background: Many Norwegian municipalities are experiencing a demand for expanded community healthcare services due to an increase in elderly patients and patients with extensive and complex needs. At the same time, most municipalities are striving to recruit and keep competent health personnel. New ways of organising and increasing the competence of the workforce may help ensure that the healthcare delivered corresponds to patients' changing needs. Design and Methods: Nursing staff were encouraged to complete targeted competence enhancing activities with the aim of enhancing their competence in identified areas. The learning activities were blended and consisted of e‐learning courses, lectures, supervision, vocational training and meetings with a superior. Competence was measured before and after the competence enhancing activities (n = 96). The STROBE checklist was applied. Results: The results provide insight into the competence development of registered nurses and assistant nurses in institutional community health services. They show that the implementation of a workplace‐based blended learning programme improved competence significantly, especially for assistant nurses. Conclusions: Offering workplace‐based competence enhancing activities seems to be a sustainable way of facilitating lifelong learning among nursing staff. Facilitation of learning activities in a blended learning space may enhance accessibility and increase the potential for participation. A combination of reorganisation of roles and simultaneous competence enhancing activities can ensure that both managers and nursing staff prioritise filling competence gaps. [ABSTRACT FROM AUTHOR]

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