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ceM15 clinical and non-clinical areas throughout the organi-

3rd National Conference for Emergency Nurses

and supported program. There was also a number of staffemployed in a permanent capacity with a variety of experi-ence and qualifications.

In 2007 the team of emergency nursing educators weregiven the opportunity to apply a consistent approach toemergency nursing education in the EDs. All the EDs hada variety of learning packages and methods to ascertain thenursing staff’s ability to practice within different areas ofthe EDs. The objective was for the educators to modify allof these documents into an agreed and consistent approach.My paper will outline the processes that we followed toimplement and evaluate these documents.

doi:10.1016/j.aenj.2008.09.006

eLearning: 1091 episode of education in 2 months

Matt Luther1,∗, Shane Lenson2

1 Clinical Advisor, Calvary elearning, Calvary Health Care,ACT, Australia2 Administrator, Calvary elearning, Calvary Health Care,ACT, Australia1

Historically, effective and efficient continuing educa-tion for health care professionals has been difficult toachieve. Some of the obstacles identified in achievingdesired outcomes include; increasing workloads, workforcelimitations and budgetary constraints. When these obstaclesare combined with escalating challenges such as; increasingconsumer expectations, contemporary organisational andprofessional mandatory requirements and risk managementprinciples, the provision of a practical learning approachbecomes complex.

Calvary Heath Care ACT, after identifying the aboveissues associated with the provision of continuing education,has developed and implemented an eLearning platform thatprovides a flexible, modern mode of delivery for professionaleducation.

This platform has proven to be a successful tool displayinghigher rates of training compliance than traditional trainingmethods. Participant satisfaction is also higher, attributedto the ease of access, convenience, and the self-directionbenefits provided by eLearning.

eLearning can provide a cost effective education solu-tion as well as a feeling of ownership and corporate pridethrough the use of local area experts providing evidencebased, accessible, flexible and timely training and educa-tional support to their professional colleagues.

The eLearning platform has now been established atother Calvary sites across Australia including a number ofsites in remote or regional areas. This presentation aims tocover the lessons learnt in establishing an eLearning plat-form in regional areas including the benefits that eLearning

can provide, particularly in the critical care and mandatorytraining requirement domains.

The presentation will also provide the key elements forestablishing an eLearning platform, demonstrate the flexi-bility, accessibility and quality training benefits of eLearning

1 ACT@calvary-act.com.au.

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nd provide information and advice in how rural health ser-ices can develop their own eLearning system.

oi:10.1016/j.aenj.2008.09.007

ocs and frocks in mocks

. Dodson1,∗, T. Mountford2,∗, J.P. Acworth3,

. Ellis-Cohen1, S. Keogh4

Nursing Education, Royal Children’s Hospital, Herston,risbane, QLD, AustraliaDept of Emergency Medicine, Royal Children’s Hospital,erston, Brisbane, QLD, AustraliaDepartment of Paediatrics & Child Health, University ofueensland and Dept of Emergency Medicine, Royal Chil-ren’s Hospital, Herston, Brisbane, QLD, AustraliaNursing Research, Royal Children’s Hospital, Herston, Bris-ane, QLD, Australia

Background: The infrequent nature of paediatric medicalmergencies on a ward setting may limit individual exper-ise and increase anxiety for ward staff dealing with theseituations. Simulated paediatric emergency exercises offermethod of teaching and maintaining knowledge and skills

nd can be tailored to address particular knowledge/skilleficits.

Aims: This study examined the effect of a regularcenario-based educational intervention on the knowledge,ractical skills and attitudes of ward-based paediatric nurseshen dealing with severe respiratory, cardiovascular or neu-

ological compromise in paediatric patients.Methods: A pre-test/post-test intervention design was

sed to assess the impact of mock emergency exercises upondentified deficits in paediatric assessment and life supportanagement. Nurses from four clinical areas participated in

n initial attitudes and knowledge questionnaire, pre- andost-intervention testing scenarios. Scenario performanceas scored using a previously validated evaluation tool.

Results: Eighty-seven nurses completed the initial ques-ionnaire. Mean years experience was 3.63 years with 28espondents (32.2%) reporting ≥10 years nursing expe-ience. Most nurses (86.2%) reported lacking confidencen managing paediatric emergency situations. Participantnowledge was less than optimal, with only 8 respon-ents (9%) achieving scores of ≥80%. Testing scenario scoresmproved significantly in the areas receiving regular mockxercises (70 pre—89% post) compared to control areas (75.8re—65.6% post).

Conclusions: Regular ward-based simulation exercisesan improve clinical skills in dealing with paediatricmergency situations. A multi-disciplinary Mock Paediatricedical Emergency Program has been implemented across

ation striving towards a collaborative team approach toaediatric emergency management.

oi:10.1016/j.aenj.2008.09.008