Dataset Information

Transitioning Communication Education to an Interactive Online Module Format.

ABSTRACT:

Background

The Changing Talk intervention improves nursing home staff communication by reducing elderspeak. To facilitate dissemination, interactive online modules were created, maintaining the original content. This article reports on the process of transitioning and the results of pilot testing the modules.

Method

Interactive online modules were developed, pilot tested, and the evaluated in comparison to outcomes from the classroom format training.

Results

Online participants (N = 9) demonstrated pre to posttest knowledge gain (scores improved from M = 82.4% to M = 91.2%). Rating of a staff-resident interaction showed improved recognition of elderspeak and person-centered communication after training. Online and original participants reported similar intentions to use learned skills and rated the program highly.

Conclusion

Evidence-based interventions can be translated from traditional classroom to online format maintaining effects on increasing staff knowledge and intentions to use learned skills in practice. However, the modules should be tested in a larger and more representative sample. J Contin Educ Nurs. 2017;48(7):320-328.

SUBMITTER: Williams K

PROVIDER: S-EPMC5492957 | biostudies-literature | 2017 Jul

REPOSITORIES: biostudies-literature

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Publications

Transitioning Communication Education to an Interactive Online Module Format.

Williams Kristine K Abd-Hamid Nor Hashidah NH Perkhounkova Yelena Y

Journal of continuing education in nursing 20170701 7

<h4>Background</h4>The Changing Talk intervention improves nursing home staff communication by reducing elderspeak. To facilitate dissemination, interactive online modules were created, maintaining the original content. This article reports on the process of transitioning and the results of pilot testing the modules.<h4>Method</h4>Interactive online modules were developed, pilot tested, and the evaluated in comparison to outcomes from the classroom format training.<h4>Results</h4>Online particip ...[more]

PMID: 28658500

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Project description:The COVID-19 pandemic has catalyzed the development of online learning formats in virtually all areas of medical education. In pediatric ethics, online learning may not only substitute but also offer specific advantages over traditional classroom teaching. Many pediatricians rate their ethics education as poor and medical ethics education lacks evaluation, especially regarding the students' needs. The aim of this project was to implement and evaluate a novel interactive distance learning approach to engage medical students in pediatric ethics education. An online ethics course was designed and delivered between May and June 2020. Core item of this course was a moderated, written forum discussion spanning several days. Evaluation was mixed methods. We evaluated the effectiveness of the course in terms of quality of the learning environment with a particular focus on relevance to students as well as interactive learning and reflective thinking. The Constructivist On-Line Learning Environment Survey (COLLES) was used to evaluate six different domains of the course. Data are presented as mean (standard deviation [SD]). The respective score range is 1-5, whereby a score of 4 or 5 means that the participants indicated the corresponding item as frequently or almost always present. Responses were available from 104 (78.3%) of the 133 participating students. "Relevance" yielded a score of 4.17 (0.83), "reflective thinking" a score of 4.22 (0.83). "Interactivity" was scored 3.76 (0.99) and "tutor support" 4.72 (0.53). "Peer support" and "interpretation" scored 3.87 (0.98) and 4.49 (0.60), respectively. In qualitative analysis, students particularly valued the structure of the course, the relevance for their professional practice, their active participation and the incentive to reflective thinking. Students also indicated that this was an innovative and exciting format, which fills a current educational gap and should hence be continued beyond the pandemic. In conclusion, students actively engaged in online learning and perceived this ethics course as highly relevant for their professional practice.

Dataset Information

Transitioning Communication Education to an Interactive Online Module Format.

Background

Method

Results

Conclusion

Publications

Transitioning Communication Education to an Interactive Online Module Format.

Similar Datasets

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