E-learning Education Programme Research Articles

Developing an e-learning curriculum to educate healthcare staff in the acute hospital setting about autism

When attending acute hospital settings, autistic children and adults rely on health professionals and ancillary staff to interact with them appropriately to facilitate accurate diagnoses and management of health concerns. Health outcomes for autistic people are adversely affected by comorbidities as well as difficulties in accessing and navigating acute healthcare environments. These factors demonstrate a need to develop targeted education for healthcare staff working in the acute hospital setting. This article discusses the background to the project, including the results of a literature review that highlighted some of the difficulties this patient group experiences in accessing health care. It discusses the development and evaluation of an e-learning education programme for healthcare staff working in an acute hospital setting using Kern et al's (1998) six-step approach to curriculum development. Staff reported a desire to learn more about autism and how to make patient consultations and experiences more accessible and productive. It was acknowledged that there are many undiagnosed autistic adults navigating the acute health system and it is anticipated that the e-learning programme will assist staff in identifying and meeting their needs. During research with an autism advocacy group, there was a clear recommendation for the use of the term ‘autistic person’ rather than ‘person with autism’, which is reflected in the resulting education programme and in this article.

Design and development of an e-learning patient education program for self-management support in patients with rheumatoid arthritis

To develop an e-learning education program targeting patients with rheumatoid arthritis. The development process involved content specification and creative design. It was theoretically framed within theories of multimedia learning and entertainment-education and empirically based on evidence of patient education in rheumatoid arthritis and focus group discussions with stakeholders. We conducted a feasibility test among ten patients to assess the acceptability and usability of the program, and to identify areas to be adjusted. The following themes for educational needs were found in focus group discussions: “Knowledge of rheumatoid arthritis,” he disease course and prognosis,” “Medical treatment,” “A new life situation” and “Daily life with rheumatoid arthritis.” Based on this, an e-learning program covering the disease course, examinations, treatment, and daily life, was created. It combines animations, videos, podcasts, text, speech, and tests. Test persons found the program feasible—that is, clear in content and easy to understand with a suitable pace and coherence between graphics, speech, and text. This e-learning program is based on solid theoretical knowledge that meets users' needs and is easy to use. This study contributes to the innovation of health care by the development of a new digital tool for patient education.

Developing an e-learning curriculum to educate healthcare staff in the acute hospital setting about autism.

When attending acute hospital settings, autistic children and adults rely on health professionals and ancillary staff to interact with them appropriately to facilitate accurate diagnoses and management of health concerns. Health outcomes for autistic people are adversely affected by comorbidities as well as difficulties in accessing and navigating acute healthcare environments. These factors demonstrate a need to develop targeted education for healthcare staff working in the acute hospital setting. This article discusses the background to the project, including the results of a literature review that highlighted some of the difficulties this patient group experiences in accessing health care. It discusses the development and evaluation of an e-learning education programme for healthcare staff working in an acute hospital setting using Kern et al's (1998) six-step approach to curriculum development. Staff reported a desire to learn more about autism and how to make patient consultations and experiences more accessible and productive. It was acknowledged that there are many undiagnosed autistic adults navigating the acute health system and it is anticipated that the e-learning programme will assist staff in identifying and meeting their needs. During research with an autism advocacy group, there was a clear recommendation for the use of the term 'autistic person' rather than 'person with autism', which is reflected in the resulting education programme and this article.

Design and Development of an e-Learning Patient Education Program for Self-management Support in Patients With Rheumatoid Arthritis

Background Patient education is integral to the treatment and care of patients with rheumatoid arthritis. Furthermore, change is taking place in the organization of health care systems because of a demographic shift toward aging populations and advancements in digital technologies, allowing for new interventions. However, evidence on how to provide web-based patient education within arthritis is limited. Objective This study aimed to develop an e-learning education program targeting patients with rheumatoid arthritis. Methods The development involved content specification and creative design with contributions from the investigators, patient research partners, and experts in communication, digital design, and e-learning. It was theoretically framed within theories of self-management and behavior change, multimedia learning, and entertainment education and empirically based on the evidence of patient education in rheumatoid arthritis and focus group discussions with patients, nurses, and rheumatologists. Finally, we conducted a feasibility test among 10 patients to assess the acceptability and usability of the program to identify areas to be adjusted. Results The 5 following themes for educational needs were found in focus group discussions: “Knowledge of rheumatoid arthritis,” “The disease course and prognosis,” “Medical treatment,” “A new life situation,” and “Daily life with rheumatoid arthritis.” Based on these themes, a didactic and entertaining e-learning program with a simple user interface was created. It consists of 3 modules covering the disease course, examinations, treatment, and daily life with rheumatoid arthritis. It combines animations, videos, podcasts, text, speech, and tests. The patients who tested the program found it to be feasible—that is, clear in content and easy to understand with a suitable pace and coherence between graphics, speech, and text. Conclusions This e-learning program is based on solid theoretical knowledge that meets users’ needs and is easy to use. Our study describes possible elements integrated in the development of web-based educational tools that can guide future development processes.

Application of Visual Design Principles and Motion Graphic in Re-Design Interactive Learning Video

E-learning-based learning has been widely applied in several educational institutions, one of which is Telkom University (Tel-U). Through the Center of e-Learning and Open Education (CeLOE) program established by Tel-U, network-based learning can be enjoyed by students. However, along the way, CeLOE encountered several obstacles, including the very rigid teaching materials that could have an impact on the reduced learning power of students. To solve this, it is necessary to improve the content of the material, especially learning videos by providing designs and animations for lecturer materials which on average contain full text. The approach used is the principle of visual design by utilizing motion graphics as the main aspect of material content with the ultimate goal of making learning videos more interesting and animated. Thus, the material presented can stimulate interest in learning for students at Telkom University.

The effectiveness of e-learning in patient education delivered to patients with rheumatoid arthritis: The WebRA study\u2014protocol for a pragmatic randomised controlled trial

BackgroundPatient education is integral to the treatment and care of patients with rheumatoid arthritis. Change is taking place in the organisation of healthcare systems because of a demographic shift towards ageing populations, an increasing use of technology and advancements in digital technologies, allowing for new interventions. This study will aim to evaluate the effectiveness of a newly developed e-learning patient education programme based on self-management that targets patients with rheumatoid arthritis.MethodsA pragmatic multi-centre randomised controlled trial is planned. We intend to recruit approximately 200 patients with a new diagnosis (< 3 months) of rheumatoid arthritis. Participants will be randomised 1:1 to web-based patient education delivered through an e-learning programme at home or standard face-to-face patient education provided at the hospital. The primary outcome is self-efficacy. Secondary outcomes are improved knowledge of rheumatoid arthritis, adherence to medication, health literacy level and quality of life. Outcomes will be measured at baseline and follow-up occurring 1, 3, 6 and 12 months after enrolment. Furthermore, data on healthcare utilisation and utilisation of the e-learning programme will be assessed at the 12-month follow-up. Statistical analysis, including differences between groups, will be evaluated using the chi-square and Kruskal–Wallis tests. Statistical analysis will follow the intention-to-treat principle, and analysis of variance will be used to evaluate the within- and between-groups differences testing the hypothesis of the ‘superiority’ of web-based patient education over standard face-to-face education provided at the hospital. Per protocol analysis will be used to assess the impact of missing data. Enrolment started in February 2021 and will end in June 2022.DiscussionThe study is expected to contribute to the evidence on the effectiveness of web-based patient education within rheumatic diseases. If the e-learning programme is effective, it will be incorporated into existing services to improve the self-management of patients with rheumatoid arthritis. Further, this mode of providing patient education may impact the organisation of health care for both rheumatic diseases and other chronic diseases by offering different modes of delivering patient education based on the needs and preferences of patients.Trial registration: ClinicalTrials.gov identifier NCT04669340. Registered on November 27, 2020. https://www.clinicaltrials.gov/ct2/show/NCT04669340?term=e-learning&cond=Rheumatoid+Arthritis&draw=2&rank=1. See Additional file 1 for detailed information on the dataset according to the World Health Organization Trial Registration Data Set.

Effect of Student Satisfaction on e-learning Quality and Learning Outcome Among Malaysian Undergraduate Nursing Students

E-learning has become an important and ubiquitous instructional tool across a broad range of programmes in institutions of higher education (IHE). For instance, this is evident today in nursing education whereby e-learning in a blended mode approach provides both enormous and flexible opportunities for working nurses to further their education and to engage in continuous professional development for life-long learning. A pilot study was conducted to test the feasibility of participant recruitment, data collection process, and online survey in an e-learning education programme in Malaysia. The conceptual framework developed for the study was based on DeLone and McLean Information Systems Success Model to examine any mediation effect of student satisfaction on e-learning quality and learning outcome among nursing undergraduates in a local e-learning programme. The Partial Least Squares approach was used to analyse the possible effects on the relationships among the variables studied. The exploration process to determine the feasibility of the preliminary online survey has helped to contribute to the main study to be conducted in an e-learning nursing context. The findings revealed that there were significant relationships between the dimensions of system quality and service quality with student satisfaction and learning outcome. The results showed that there was a mediating effect of student satisfaction on the relationship between e-learning quality and learning outcome. The study emphasises the importance for an initial understanding of the learning environmental needs of learners to provide a credible and meaningful learning experience for working nurses in e-learning nursing programmes.

Implementation of a Smoking Cessation e‐Learning Education Program for Oncology Clinic Healthcare Providers: Evaluation With Implications for Evidence‐Based Practice

Continued smoking after a cancer diagnosis increases the risk for treatment complications, primary cancer recurrence, and secondary malignancy development, while also reducing treatment efficacy, survival, and overall health. The lack of formal evidence-based smoking cessation education programs for oncology healthcare providers is a barrier to smoking cessation practices. To evaluate the use of an evidence-based, smoking cessation e-learning education program for oncology healthcare providers. A single group, pre- and post-test, nonexperimental design was used in this evidence-based quality improvement project. To assess the provider's knowledge in smoking cessation, a baseline assessment, a post-test, and an online survey were completed by the providers. A telephone survey was conducted to assess the patients' perception of cessation services received. The healthcare providers' (N=58) test scores on smoking cessation knowledge increased significantly (p<.0001) after completing the e-learning education program. A majority of the providers reported that the education program increased their confidence (86%) in successfully helping the patient to quit smoking and agreed to make smoking cessation a priority (89%) in their practice. A majority of the patients (85%) were satisfied or extremely satisfied with the smoking cessation services received. Many patients (71%) self-reported having tried to quit smoking. An evidence-based e-learning education program is effective in increasing oncology healthcare providers' knowledge and confidence in tobacco dependence treatment practices. The program also has a positive impact on oncology patients' perception of cessation services received. A self-paced e-learning program is a feasible and effective way to educate healthcare providers in smoking cessation treatment. Incorporating evidence-based tobacco dependence treatment into their daily oncology practice is warranted.

QUALITY OF EXPERIENCES (QOE) WITH E-LEARNING AMONG NURSING STUDENTS IN A PRIVATE HEALTHCARE UNIVERSITY SETTING IN MALAYSIA.

Background: During the COVID-19 pandemic, students in higher education institutions are not allowed to be on campuses due to safety reasons. However, educational activities need to continue, and students need to graduate on time. To facilitate teaching, learning, and assessment, E-learning had been adopted globally by all educational institutions from schools to Higher learning institutes. Therefore, this research aims to assess nursing students’ satisfaction and behavioural intentions towards E-learning, mainly on the Moodle-based Learning Management System (LMS). Methods: This cross-sectional survey study includes 160 nursing students from one of the private nursing colleges in Malaysia. A validated questionnaire SERVQUAL was used for data collection. The questionnaire has five (5) quality dimension constructs to measure E-learning quality. The questionnaire also included questions related to satisfaction with the E-learning and behavioural intentions of learners regarding the use of E-learning in the future. The data was collected using Google forms. Results: The study findings show that respondents positively rated E-learning quality on a Likert scale of 1-4, ranging from strongly disagree to strongly agree (M=2.5; SD=0.36). Pearson Correlation test showed that all five quality dimensions, namely “Empathy,” “Assurance,” “Reliability,” “Responsiveness,” and web content quality, had positive Correlation with E-learning quality. However, “Reliability” and website content had the most positive influence on E-learning quality (r=0.733; p=0.000). The findings also suggest that E-learning quality was not a big driver for the behavioural intentions in promoting online E-learning (r =0.185; p =0.019). However, grade expectations were found to have a strong positive relationship with the satisfaction of learners with E-learning. Conclusion: Providing quality E-learning platforms and experiences can help improve the E-learning quality experience of the learners, promote satisfaction and grade expectations of the learners of higher education institutions. Given the characteristics of nursing students, it is necessary to develop and apply an effective and viable E-learning educational program to sustain motivation and produced the desired learning outcome among nursing students.

An online diabetes nutrition education programme for American Indian and Alaska Native adults with type 2 diabetes: perspectives from key stakeholders.

To explore stakeholder perspectives regarding online diabetes nutrition education for American Indians and Alaska Natives (AI/AN) with type 2 diabetes (T2D). Qualitative data were collected through focus groups and interviews. Focus group participants completed a brief demographic and internet use survey. Focus groups and community participant interviews were conducted in diverse AI/AN communities. Interviews with nationally recognised content experts were held via teleconference. Eight focus groups were conducted with AI/AN adults with T2D (n 29) and their family members (n 22). Community participant interviews were conducted with eleven clinicians and healthcare administrators working in Native communities. Interviews with nine content experts included clinicians and researchers serving AI/AN. Qualitative content analysis used constant comparative method for coding and generating themes across transcripts. Descriptive statistics were computed from surveys. AI/AN adults access the internet primarily through smartphones, use the internet for many purposes and identify opportunities for online diabetes nutrition education. Online diabetes nutrition education may be feasible in Indian Country. These findings will inform the development of an eLearning diabetes nutrition education programme for AI/AN adults with T2D.

Suggestions for Radiation Oncologists during the COVID-19 Pandemic.

SARS-CoV-2 pandemic and COVID-19 diffusion have recently become an international public health emergency. Cancer patients, as a frail population, are particularly exposed to the risk related to infections. The clinical decision-making process and the organizational workflow of radiotherapy department should be revised in the light of the critical situation. We herein provide practical suggestions derived from the available literature and discussed during an online session held within the e-learning educational program of the European School of Oncology on March 31st 2020.

Randomised controlled trial to evaluate the influence of mHealth and eHealth skin cancer prevention education among young organ transplant recipients: the HIPPOlino intervention study

ObjectivesTo determine whether a multicomponent sun protection intervention programme (mHealth) for young organ transplant recipients (OTR) leads to a higher increase of preventive knowledge and behavioural change than an e-learning...

E-Learning Nutrition Education Program for Low-Income Adults: Perspectives of Key Stakeholders

Through focus group interviews, we examined the perceptions of Extension peer nutrition educators (n = 6) and low-income adults (n = 8) regarding the feasibility of an e-learning nutrition education program, titled Food eTalk, tailored to Georgians eligible for Supplemental Nutrition Assistance Program Education (SNAP-Ed). Findings indicated two themes: (a) Participants have regular smartphone-based Internet access, and nutrition education e-learning programs should be designed to match typical smartphone use patterns and (b) recommendations to increase Food eTalk engagement involve carefully selected content and consideration to mandate SNAP-Ed participation. These findings are informing user-centered development of Food eTalk and may be of use to others creating such programs.

Challenges in Implementing an E-Learning Education Program for Syringe Pump Use.

To prevent the incidence of risks imputable to human error during the process of preparing the infusion pump, clarity in teaching and learning are required. Because traditional classroom training is difficult and time-consuming, the aim of the present study was to challenge the implementation of an e-learning education program for syringe pump use. The impact of the e-learning program was evaluated with 100 nurses between March and June 2016. The e-learning program significantly increased general baseline knowledge in syringe pump use; however, aspects of the program confused participants. The feedback from 98 % of nurses on the e-learning program was that it was effective in helping them with this skill. However, only 54 % opted for the e-learning program versus traditional training. The present study showed nurses preferred a blended learning format. Based on our hospital incident and error reports, this study shows local training requires a specific approach strategy for syringe pump education.

A qualitative study of nurses' perceptions of a behavioural strategies e-learning program to reduce interruptions during medication administration

ObjectivesWe sought to evaluate the perceptions of nurses of an e-learning educational program to encourage the use of behavioural strategies—blocking, engaging, mediating, multitasking, and preventing—to reduce the negative effects of interruptions during medication administration. DesignA qualitative design was used to evaluate the impact of this e-learning educational intervention on nurses' behaviour. SettingsTwo wards (palliative care and aged care) from two different hospitals within a large local health service within Sydney Australia, were included in the study. These wards were also involved in a cluster randomised trial to test the effectiveness of the program. ParticipantsA purposive sample participated comprising nine registered and enrolled nurses certified to conduct medication administration, who had reviewed the educational modules. MethodsTwo focus groups were conducted and these sessions were digitally recorded and transcribed verbatim. Thematic analysis identified seven themes. ResultsThe major themes identified included: perceptions of interruptions, accessing the program, content of the program, impact, maintaining good practice and facilitators and barriers to changing behaviour. ConclusionsThe use of embedded authentic images of patient interruptions and management strategies increased some nurses' perceived use of strategies to manage interruptions. Nurses varied in their perception as to whether they could change their behaviour with some describing change at the individual and ward team levels, while others described patient caseload and other health professionals as a barrier. The use of this innovative educational intervention is recommended for staff orientation, student nurses, medical officers and allied health staff. Further research is required in how this e-learning program can be used in combination with other effective interventions to reduce interruptions.

Evaluation of a multifactorial approach to reduce the prevalence of pressure injuries in regional Australian acute inpatient care settings.

The aim of the study was to compare the changes in the prevalence of pressure injuries from 2008 to 2014 in relation to staff behaviour in acute/subacute inpatient care settings. In 2008, the large regional health district Hunter New England Local Health District implemented an initiative called the Crystal Model which resulted in changes in their policy and an e-learning education program for all nursing staff. A retrospective cross sectional study compared data from the 2008, 2010 and 2014 point prevalence surveys of PI in acute services. These were collected as part of an annual pressure injury prevention and management quality audit for adult inpatients. The total number of participants included 1407 participants in 2008, 1331 participants in 2010 and 1199 participants in 2014. From 2008 to 2014 there was a 15.7% decrease in percentage of patients with hospital-acquired pressure injuries and the percentages of each stage of pressure of injury 1-4 decreased. From 2008 to 2014 the completion and documentation of risk assessment, the documentation of repositioning and the implementation of pressure-relieving equipment increased. A multifactorial model can reduce the prevalence of pressure injuries in acute inpatient settings. The theories of knowledge translation and the modified Theory of Planned Behaviour can be utilised to analyse changes in health professionals habituated pressure injury prevention practice.

Nurses' Attitudes toward Intervening with Smokers: Their Knowledge, Opinion and E-Learning Impact

Numbering about 90,000, nurses represent the largest group of health care providers in the Czech Republic. Therefore, nurses can make a significant impact in the treatment of tobacco dependence, particularly in applying brief interventions to smokers. During 2014, 279 nurses from the Czech Republic participated in an e-learning education programme consisting of two Webcasts with additional web-based resources about smoking cessation in relation to health and treatment options in daily clinical practice, particularly regarding brief intervention methods. Before viewing the e-learning programme, and three months after viewing it, the nurses completed a questionnaire documenting their interventions with smokers and their knowledge, attitudes and opinions regarding nurses' roles in smoking cessation. The responses in all of the following categories significantly improved: usually/always asking patients about smoking from 58% to 69% (OR 1.62, CI=1.14-2.29, p=0.007); recommendations to stop smoking from 56% to 66% (OR 1.46, CI=1.03-2.06, p=0.03); assessing willingness to quit from 49% to 63% (OR 1.72, CI=1.23-2.42, p=0.002); assisting with cessation from 21% to 33% (OR 1.85, CI=1.26-2.71, p=0.002); and recommending a smoke-free home from 39% to 58% (OR 2.16, CI=1.54-3.04, p<0.001). The increase in arranging follow-up from 7% to 10% did not constitute a statistically significant improvement, however, this finding is understandable in relation to the status of nurses in the Czech Republic. However, nurses' confidence in helping smokers to quit smoking, their senses of responsibility and determining the appropriateness of these interventions remains inadequate. The nurses' brief intervention skills improved significantly after the completion of the e-learning programme, even though reservations remain among this group. The systematic education of nurses aimed at smoking cessation intervention and analyzing their motivation for treatment may contribute to improved nursing care, and thus lead to a reduction of smoking prevalence in the general population.

E-learning in order to improve drug prescription for hospitalized older patients: a cluster-randomized controlled study.

The aim of the study was to evaluate the effect of an e-learning educational program meant to foster the quality of drug prescription in hospitalized elderly patients. Twenty geriatric and internal medicine wards were randomized to intervention (e-learning educational program) or control (basic geriatric pharmacology notions). Logistic regression analysis was used in order to assess the effect of the intervention on the use of potentially inappropriate medication (PIM, primary outcome) at hospital discharge. Secondary outcomes were a reduced prevalence of at least one potential drug-drug interaction (DDI) and potentially severe DDI at discharge. Mortality rate and incidence of re-hospitalizations were other secondary outcomes assessed at the 12-month follow-up. A total of 697 patients (347 in the intervention and 350 in the control arms) were enrolled. No difference in the prevalence of PIM at discharge was found between arms (OR 1.29 95%CI 0.87-1.91). We also found no decrease in the prevalence of DDI (OR 0.67 95%CI 0.34-1.28) and potentially severe DDI (OR 0.86 95%CI 0.63-1.15) at discharge, nor in mortality rates and incidence of re-hospitalization at 12-month follow-up. This e-learning educational program had no clear effect on the quality of drug prescription and clinical outcomes in hospitalized elderly patients. Given the high prevalence of PIMs and potential DDIs recorded in the frame of this study, other approaches should be developed in order to improve the quality of drug prescription in this population.

Learner Control Design vs. Program Control Design While Designing E-Learning Multimedia Educational Computer for 10th Grade Students in Oman Sultanate: Is There Any Effectiveness in Developing Their Informatics Competencies?

This research aimed at discovering the effectiveness of learner control design Vs. program control design when developing e-learning multimedia educational computer program of Information Technology subject matter in developing informatics competencies among 10th grade students in Oman Sultanate. The Developmental research method was implemented. Research hypotheses were formulated. Research sample size was (50) students selected two random classes from one purposefully selected school. Then, the sample was divided into two equal groups that were randomly assigned to a Quasi-Excremental design of two experimental groups with pretest and posttest. Two programs were designed using (Elgazzar, 2002) ISD Model: the 1st one Learner Control design (for Experimental group 1), and the 2nd one Program Control (for Experimental group 2). The two treatments of the instructional program were identical in everything but the control type. Two research tools were developed: an achievement test for the cognitive aspect of informatics competencies, and observation checklists for the performance (skills) aspect of informatics competencies, then these two tools were approved for validity and reliability. The 1st author conducted the research experiment according the experimental design Data of both research tools were processed and research hypotheses were tested with suitable statistical procedures. Research results revealed significant effect differences between Learner Control Design vs. Program Control Design showing superiority of Learner Control Design in both aspects of informatics competencies. Then the main research question has been answered as there is an effectiveness of the design types: Learner Control and Program Control in developing 10th graders’ informatics competencies. Tables, Figures, References, and a list of recommendations are included in the research report.

Efficacy and Usability of an E-Learning Program for Fostering Qualified Disease Management Nurses

In order to train nurses to perform disease management and telenursing, we developed an e-learning education program, and assessed the efficacy. A single-group pre-test and post-test design was used. Nurses who worked at a medical institution or a disease management company were included, and the duration of the program was set 2 months. We developed the program so that it could grow attitude and improve knowledge and skills in disease management and patient education. Of 55 subjects, 48 who completed the program were analyzed. After the program, subjects increased knowledge and interests in disease management and patient education. Almost of the subjects answered that e-learning was a good learning method. Our program was effective at enhancing subject’s interests in disease management and patient education, and considered to improve their skills in the future.