Enhancing Trauma Skills with Interactive Online Learning

Access to trauma education remains a significant challenge across Queensland. In a geographically vast state, emergency nurses, particularly those in regional, rural and remote areas, face barriers to hands-on training including time pressures, travel, staffing constraints and IT limitations. Ensuring equitable access to high-quality procedural education is essential for safe and consistent trauma care. To address this gap, A/Prof Frances Williamson and her team developed an interactive online module to teach and assess pelvic binder application in an accessible, scalable and clinically authentic format. The project used a staged co-design process, including a needs analysis survey of 30 nursing clinicians and structured workshops to inform development of a targeted, user-focused platform.

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Pelvic binder application was selected as the model skill, a simple but critical intervention in major trauma that reduces pain and limits life-threatening blood loss when correctly applied. Prof Michael Muller, who contributed his expertise as a trauma surgeon, highlighted the issue: “we found that pelvic binders were not put on correctly half the time, so that was the obvious simple skill to use as our model.” The module combined clinical expertise and educational research with immersive trauma bay simulations, allowing nurses to engage with interactive scenarios and reinforce key steps. Participants were assessed virtually, with outcomes compared to traditional face-to-face assessment to ensure competency in a real-world context.

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Challenges and Innovations

Despite careful planning, the project encountered unexpected hurdles when rolling out this training. A/Prof Kate Thompson added that technical and logistical barriers were significant:

“Every environment is unique. Firewalls, governance, and remote IT networks make rolling out online modules challenging, but our design meant the training could still be delivered authentically and effectively.”

The team demonstrated that online assessment was as effective as face-to-face training, with 84% of participants successfully passing and gaining procedural skills while interacting with realistic trauma scenarios. Knowledge gains were retained at one month follow-up, demonstrating sustained learning beyond the initial training period.

A/Prof Thompson shared, “when we did the analysis, we found that the assessment was effective. There was no significant difference between the face-to-face and the online. I thought that was a really big win.”

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Impact on Practice

A/Prof Williamson outlined that feedback from early users reinforced the real-world impact, “we’re already hearing from clinicians who’ve completed the module that they feel a step ahead. It’s impactful from a direct clinician perspective.”

The module is now embedded within the Queensland Trauma Education website, expanding statewide access to high-quality procedural training. Nurses can complete the training at their own pace, revisit content as needed, and collaborate across sites, strengthening equity in trauma education regardless of location.

Looking ahead, the team plans to extend this framework to other high-risk procedural skills and trauma scenarios. By continuing to refine the technology and navigate site-specific barriers, they aim to ensure that emergency nurses across Queensland have consistent access to evidence-based training.

Reflecting on the research journey, A/Prof Williamson said:

“Clinicians who’ve completed the module are already a step ahead able to apply essential trauma skills effectively. This project shows that flexible, online education can truly make high-quality training accessible across Queensland.”

Photo of the Online Education Module, for access visit: Queensland Trauma Education Website.