After participants completed a pretest that assessed their assumptions about using TNEEL, the trainers presented an overview of the toolkit, describing the topics, modules, teaching portfolio, and functional features.
As a strategy to give participants actual experience navigating TNEEL's structural and functional components and locating specific materials, groups of two or three participants completed a "treasure hunt" that allowed them to find selected items.
Participants completed a posttest evaluation of their actual experiences using TNEEL on the laptop computers and provided written opinions about the toolkit.
Most participants (n = 69) indicated that TNEEL was an appropriate and convenient computer technology for their institution.
Responses regarding participants' expectations and beliefs about TNEEL are summarized in Table 2.
Overwhelmingly, they reported that they liked the TNEEL's toolkit format (t = -4.5, p < .001) and expected that TNEEL would shorten their teaching preparation time (t = -2.4, p < .01).
Conclusions and Plans Participants came to the workshop with high expectations for the TNEEL CD-ROM.
Goodman and Blake (5) noted positive effects when computerized education was interactive and involved students in the learning process, as was modeled in the TNEEL workshops.
Participants noted the comprehensiveness of TNEEL's EOL materials and its technically sophisticated functions.
The limited time available during the workshops to develop new computer skills, especially advanced PowerPoint skills, likely affected participants' confidence about using TNEEL on their own.
It would be useful if future workshops were able to provide participants with the opportunities to discover intended synergies when EPEC, ELNEC, and TNEEL materials are used to enhance the education of nurses, physicians, and other health professionals.