Comparison of live versus online bioreadiness training programs for nurses

BACKGROUND /OBJECTIVES: The center for biological defense at a university in south Florida has developed a training program entitled “Bioreadiness for Nurses.” It was designed to incorporate into nursing school curricula in Florida. In the past year, it has been delivered in an online CD-ROM format and in a live format, both via the same instructor, to a variety of nursing programs throughout the state. The purpose of this evaluation was to compare the effectiveness and user satisfaction of the two formats. METHODS: Attendees at live programs as well as participants in the online courses were administered identical pre-tests before beginning the course and post-tests upon completion of the course. In addition, identical course evaluations were administered upon course completion to both groups. Descriptive statistics were used to analyze results of pre- and post-tests and course evaluations. RESULTS: A total of 469 attendees completed pre- and post-tests, 324 in live programs and 145 in online programs. Based on repeated measures analysis of variance, there was a significant increase in knowledge scores between pre-test (mean = 6.15, SD = 1.90) and post-test (mean = 8.63, SD = 1.26) for all participants (F = 329.89, DF = 1, p < 0.0001). However, there was not a statistically significant difference in knowledge score based on delivery method, with those taking the course in person having a mean pre-test score of 6.25 (SD = 1.89) and mean post-test score of 8.63 (SD = 1.27), while those who took the course online had mean pre- and post-test scores of 5.96 (SD = 1.9) and 8.63 (SD = 1.27), respectively. The mean evaluation rating for the course (on a scale of 1-4 with 4 being the highest) was 3.64 for live and 3.22 for online presentations. The overall mean satisfaction for both types of presentations combined was 3.48. Specific suggestions regarding what topics participants found most and least interesting, what topics to include in future presentations, and suggestions for changes in the course were delineated. CONCLUSIONS: Overall, there was evidence that an increase in knowledge regarding bioreadiness occurred after the course and that participant satisfaction ranked between good and excellent for both formats. Nursing bioreadiness programs will continue to use both formats along with recommendations from attendees for modification and improvements.