Effects of the eLearning approach on knowledge transfer and retention among in-service nurses and midwives in Tanzania

Abstract

Abstract Background Health professionals are in short supply worldwide, with nurses and midwives accounting for more than 50% of the current shortage. The World Health Organization predicts that by 2030, there will be a shortage of 10 million health workers primarily in low- and lower-middle income nations including South East Asia and Africa having the greatest needs-based shortages of nurses and midwives.[1] . eLearning for nurses and midwives is an alternative and innovative mechanism of reducing their reported shortage. eLearning programs increase the knowledge transfer, knowledge retention, upgrade in skills and competencies among nurses and midwives. Despite of the benefits of eLearning programs, there is still inadequate information on the extent to which such programs have influenced the parameters since eLearning programs were introduced in Tanzania. This study aimed to determine the extent to which eLearning has affected the knowledge transfer, retention, upgrading skills, and competencies among nurses and midwives in Tanzania. Methods The cross-sectional study design where by quantitative methods approach was used . Quantitative data were collected through a structured questionnaire and Likert scaled, with a sample size of 189 respondents[2]. Descriptive results were generated and multivariable logistic regressed whereby odds ratio was used as measure of effects, 95% confidence interval and 5% significance level. SPSS was used in conducting analysis. Results Majority of participants were female (60.4%, n=64) and 97.2% of all respondents aged less than 40 years old. About half of participants (48.1%, n=51) were working in hospitals. The majority of the nurses and midwives (95.3%, n=101) were students in the eLearning. There was strong consensus on knowledge transfer with eLearning being an accurate source (sCns>79.8%) except on entertainment (sCns=65.8%). The degree of consensus ranged between 65.8% and 79.8% as well as in the system quality (sCns=71.6% to 74.9%). The overall rate score on knowledge transfer was 79.7%. The knowledge retention was high with score marks from 64% to 99% except in diagnostic (28%) and problems of new babies (48%). The rate of skills and competencies was high (sCns=82.6% to 88.8%), but with insignificant higher odds of consensus that “eLearning helps knowledge transfer, increases skills and competencies” across exposures and demographic characteristics except gender variable. Conclusions eLearning has succeeded to transfer and retain knowledge, skills, and competencies to eLearning-trained nurses and midwives. Peer students’ support and use of multimedia emerged with insignificant higher consensus of odds in explaining knowledge transfer in the eLearning program. Retention of knowledge, skills and competencies have great effects on the health services quality. There was low retention in diagnostic and recognition of new-born babies’ problems. Henceforth, efforts are needed to change negative perceptions among nurses and midwives. [1] World Health Organization, information available at: https://www.who.int/health-topics/health-workforce#tab=tab_1 [2]Respondents are Nurses/Midwives, Principals/Coordinators, Mentor /Health Facility In charge and Tutors