DO REUSABLE LEARNING OBJECTS IMPROVE THE LEARNING EXPERIENCE OF CRITICAL CARE NURSES AND INCREASE THEIR ACCESS TO UPDATE THEIR INFORMATION

Abstract

Objective: Online learning platforms offer accessibility and personalization, but traditional courseware models often fail to maximize their advantages. Reusable learning objects (RLOs), self-contained digital learning modules, hold potential for individualized and adaptive learning experiences. However, their effectiveness in critical care nursing education, particularly in culturally diverse contexts like Saudi Arabia, remains underexplored. This study investigates the perceptions and experiences of critical care nurses in Saudi Arabia regarding RLOs as tools for professional development. 

Methods: A cross sectional design was employed, integrating quantitative and qualitative approaches. A validated online questionnaire was distributed to 260 critical care nurses in governmental healthcare facilities in Madinah, Saudi Arabia, assessing demographics, RLO perceptions, usage patterns, challenges, and views on future integration. Descriptive statistics, chi-square tests, and correlation analyses were performed using SPSS. Qualitative data from open-ended survey questions underwent thematic analysis.. 

Results: Nurses hold diverse views on RLOs, with 52.3% having a positive perception and 47.7% a negative one. Higher education levels and extended experience positively correlate with favorable RLO perceptions. Nurses appreciate RLOs' convenience, potential for engagement, and contribution to clinical knowledge and skills. Challenges include lack of awareness, time constraints, and content not tailored to Saudi context. Nurses advocate for RLO integration in future professional development, seeking engaging formats and culturally relevant content. 

Conclusion: RLOs hold promise for enhancing critical care education in Saudi Arabia, but successful implementation requires addressing awareness, accessibility, and cultural sensitivity.