Fessl Angela, Bratic Marina, Pammer-Schindler Viktoria
2014
A continuous learning solution was sought which allows strokenurses to keep the vast body of theoretical knowledge fresh, stay up-to-datewith new knowledge, and relate theoretical knowledge to practical experience.Based on the theoretical background of learning in the medical domain,reflective and game-based learning, we carried out a user-oriented designprocess that involved a focus group and a design workshop. In this process, aquiz that includes both content-based and reflection questions was identified asa viable means of transportation for theoretical knowledge. In this paper wepresent the result of trialling a quiz with both content-based and metacognitive(reflective) questions in two settings: In one trial the quiz was used by nursesas part of a qualification programme for stroke nurses, in the second trial bynurses outside such a formal continuous learning setting. Both trials weresuccessful in terms of user acceptance, user satisfaction and learning. Beyondthis success report, we discuss barriers to integrating a quiz into work processeswithin an emergency ward such as a stroke unit.