Need For Training Research Articles

Experiences of Indonesian nurses as Hajj health personnel in caring for Hajj pilgrims: A qualitative study.

Investigating the experiences and roles of nurses during Hajj is vital due to the unique public health challenges posed by the mass gathering of diverse pilgrims. Nurses play a crucial role in disease surveillance, infection control, and managing emergencies like heat stroke and injuries. Their insights can improve emergency preparedness and public health management. This study aimed to explore the experiences of Indonesian nurses as Hajj health personnel caring for Hajj pilgrims during the 2023 Hajj season. This study employed a qualitative descriptive design and selected participants through purposive sampling from hospitals, public healthcare centers, and clinics in Yogyakarta, Indonesia. Nine nurses participated in the research, and data were collected through a focus group discussion in December 2023. Thematic analysis was used to analyze the data. Six themes emerged, including practicing ethical principles in providing health care during the hajj process, competency qualifications as a health worker, the health care process during Hajj, legal Requirements for Hajj, the importance of therapeutic communication skills to establish cooperation with various parties, and recognizing the role of duties and responsibilities during the hajj process. The study emphasizes the importance of competencies, ethics, communication, and strategic planning in Hajj healthcare. Effective online communication, especially via WhatsApp, was crucial for coordination. The findings emphasize the need for strategic workforce planning, resource allocation, and continuous training to enhance care quality for pilgrims, informing better planning and policy development for future Hajj seasons.

Understanding stakeholder perspectives on Apgar score, cyanosis and identifying jaundice in ethnic minority neonates.

To explore neonatal assessments that include an element of evaluating skin colour in neonates of black, Asian and minority ethnicities, focusing on the Apgar score, presence of cyanosis and presence of jaundice. We employed focused ethnography involving diverse healthcare professionals (HCPs) and parents or caregivers with Black, Asian, or ethnic minority children born in the last five years. Zoom interviews were performed following a semi-structured interview guide. Ethnographic data analysis was conducted using NVivo software. There was a lack of consistency in how HCPs applied the Apgar scores, which also varied from textbook guidelines. The use of pink as a skin colour descriptor for ethnic minority neonates created a divide among both parents and HCPs. HCPs relied more heavily on other elements of the Apgar score or infant breathing and crying at birth to gauge infant wellness. When identifying cyanosis, HCPs depend on specific body locations for accurate assessment of oxygenation, but the limitations of visual assessment are acknowledged. For jaundice, most HCPs recognised the difficulty in identifying the colour yellow in infants with darker skin tones. HCPs focussed on yellowing of the sclera and gums and other well-being assessments to detect jaundice. Some interviewed parents noticed jaundice in their infants before HCPs but felt they were not listened to when raising concerns. HCPs acknowledged the need for additional training to effectively assess the health of ethnic minority infants. This study highlights disparities in neonatal health assessment from the perspectives of healthcare professionals and parents from diverse backgrounds. Varied practices in determining the Apgar score and recognising cyanosis and jaundice signal the need for standardised protocols, appropriate educational materials, and targeted training. Addressing these challenges is vital for equitable care, emphasising comprehensive training and bias mitigation efforts in maternal and neonatal healthcare.

Enhancing financial transparency in non-profit organisations: Challenges and integration of IFRS for SMEs, IFR4NPO, and GRI standards

This study examines the challenges and needs faced by non-profit organisations (NPOs) in Colombia regarding the adopting of the International Financial Reporting Standards (IFRS) for small and medium enterprises (SMEs), particularly focusing on sections 3 and 4. Employing a mixed-method approach, the research combines qualitative and quantitative methods. Surveys were conducted with Colombia NPOs, official documents were analysed, and comparative case studies were performed. In-depth interviews and participant observation were also utilised to gain a comprehensive understanding of the obstacles and current practices within the Colombian context. The findings reveal that NPOs in Colombia encounter significant difficulties in adopting IFRS due to the complexity of the standards, lack of specialised resources, and the need for specific training. Internal challenges such as deficiencies in staff qualifications and training, resistance to change, and technological limitations were identified. Externally, ambiguities in the legal framework and donor requirements were highlighted. The case study illustrated that, while there are similarities between IFRS for SMEs and the IFR4NPO project, specific adaptations are essential to address the unique needs of NPOs. This research underscores the necessity of developing additional guidelines or modifying existing ones to enhance the interpretation and application of IFRS in Colombia NPOs. It is recommended to implement proactive strategies based on education and legislative reform to improve the transparency and comparability of financial information. Adopting a more tailored and supported accounting framework will facilitate a more relevant and sustainable implementation, benefiting Colombian NPOs in their resource management and accountability efforts.

CUIDADOS DE ENFERMAGEM NA PREVENÇÃO DE INFECÇÕES HOSPITALARES: ESTRATÉGIAS E PROTOCOLOS

Objective: The study aimed to analyze the strategies and protocols adopted by nursing professionals in order to evaluate their effectiveness and propose improvements. Method: A bibliographic methodology was used, reviewing the current literature on hand hygiene protocols, use of Personal Protective Equipment (PPE), and prevention of infections associated with invasive devices. Results: The results indicated that the fundamental protocols are effective in reducing infections, but highlighted the need for continuous training and the potential use of monitoring technologies to improve adherence and evaluation of practices. The study objectives were achieved, recommending regular updating of protocols, intensification of training, and the integration of new technologies to improve strategies for preventing hospital infections. Conclusion: This article investigated nursing care in the prevention of hospital infections. The justification for the study lies in the importance of optimizing infection prevention, a continuous challenge in hospital settings that impacts patient safety and health costs. Keywords: Hospital infections. Nursing care. Prevention. Control strategies.

Innovations in ultrasound training in obstetrics.

Ultrasound technology is critical in obstetrics, enabling detailed examination of the fetus and maternal anatomy. However, increasing complexity demands specialised training to maximise its potential. This study explores innovative approaches to ultrasound training in obstetrics, focussing on enhancing diagnostic skills and patient safety. This review examines recent innovations in ultrasound training, including competency-based medical education (CBME), simulation technologies, technology-based resources, artificial intelligence (AI), and online-learning platforms. Traditional training methods such as theoretical learning, practical experience, and peer learning are also discussed to provide a comprehensive view of current practises. Innovations in ultrasound training include the use of high-fidelity simulators, virtual reality (VR), augmented reality (AR), and hybrid-learning platforms. Simulation technologies offer reproducibility, risk-free learning, diverse scenarios, and immediate feedback. AI and machine learning facilitate personalised-learning paths, real-time feedback, and automated-image analysis. Online-learning platforms and e-learning methods provide flexible, accessible, and cost-effective education. Gamification enhances learning motivation and engagement through educational games and virtual competitions. The integration of innovative technologies in ultrasound training significantly improves diagnostic skills, learner confidence, and patient safety. However, challenges such as high costs, the need for comprehensive instructor training, and integration into existing programs must be addressed. Standardisation and certification ensure high-quality and consistent training. Future developments in AI, VR, and 3D printing promise further advancements in ultrasound education. Innovations in ultrasound training in obstetrics offer significant improvements in medical education and patient care. The successful implementation and continuous development of these technologies are crucial to meet the growing demands of modern obstetrics.

Healthcare professionals' perceptions on providing support to informal carers within stroke care.

The sudden nature of stroke onset does not provide carers with sufficient time to prepare for the demands associated with caring. Healthcare professionals can have a vital role in providing carers with support and training, which may reduce carer stress and strain, and allow for better health and rehabilitation outcomes for the stroke survivor. The experiences of healthcare professionals on supporting carers in stroke care, however, remain unclear. To understand the experiences and perceptions of healthcare professionals working in stroke care on implementing resources and support to informal stroke carers. Semi-structured interviews were conducted with 11 healthcare professionals (5 occupational therapists, 5 physiotherapists, 1 psychologist) with at least 12 months' experience in working with stroke survivors. Interviews ranged from 25-70 minutes in duration, and were recorded, transcribed, and analysed using thematic analysis. Three overarching categories that were explored were: (1) Experiences of working in stroke care and supporting carers; (2) Recommendations for a program designed for carers; and (3) Future priorities in stroke care. Participants discussed a variety of strategies they utilised to support carers including collaborating with other healthcare professionals and utilising skills and experience. Healthcare professionals highlighted the need for additional resources that are designed specifically for carers and explored key topics including carer stress and fatigue, support services, stroke education, and how to look after oneself. Participants identified priorities for stroke care including additional professional training and resource availability. This study provided a unique insight from the perspectives of healthcare professionals on supporting carers. Participants identified the need for additional training and resources to equip healthcare professionals to better support carers. Future programs designed for carers should be informed by the needs and experiences of both informal carers and healthcare professionals.

Bones at Home

Remote teaching during the COVID-19 pandemic led to a range of pedagogical challenges for anthropology laboratory courses. In biological anthropology courses such as Human Osteology, hands-on experience is essential to achieving learning outcomes, including basic bone and feature (i.e., landmark) identification, identification from fragmentary remains, and age and sex estimation. To address the need for training that includes object-based, tactile (haptic) learning in fields such as biological anthropology and archaeology, all Human Osteology students at Mount Royal University and the University of Manitoba took home plastic model skeletons. The purpose of this study was to evaluate how well remotely educated undergraduates (REUs) met human osteology learning objectives when supported by plastic model skeletons at home. We present the results of a survey designed to test core osteological skills obtained by REUs in comparison with undergraduates educated with in-person laboratory components (IPUs) and experts in the field (zero to four and five or more years of experience). REU scores did not differ significantly from those of IPU or Junior Experts with less than five years of experience. Students performed well in bone identification but were limited in their ability to apply common sex and age estimation methods and to identify incomplete elements. Our findings reinforce the importance of haptic learning and years of experience in human osteological learning. They support the use of take-home models as valuable resources in both remote and in-person undergraduate teaching. This work is a step toward more inclusive universal instructional design that can be applied across various anthropology laboratory courses.

Effects of Armor Design and Marksmanship Posture on Performance, Postural Sway and Perceived Workload During a Military Rifle Marksmanship Task.

This study investigated the effects of mass and vertical center-of-mass position of combat items attached to a tactical vest, as well as marksmanship posture on rifle marksmanship performance, postural sway, and perceived workload during a simulated rifle shooting task. A tactical vest serves as a load carriage system in addition to providing body protection. Its design, particularly the mass and vertical position of attached combat items, may impact postural control during rifle shooting and thus marksmanship performance. Thirty-two participants performed a simulated rifle shooting task on a force plate with a tactical vest on. Three independent variables were considered: load mass (4 levels), vertical load center-of-mass position (4 levels), and marksmanship posture (2 levels). The dependent variables were: 6 rifle marksmanship performance measures, 7 postural sway measures, and a perceived workload measure. Heavier load mass significantly degraded rifle marksmanship performance, and increased postural sway and perceived workload. Marksmanship posture significantly affected rifle marksmanship performance and postural sway. The kneeling posture resulted in less postural sway and better marksmanship performance than the standing posture. Vertical load center-of-mass position affected only part of the marksmanship performance measures and did not affect the measures of postural sway and perceived workload. Reducing combat item mass on tactical vests and enhancing soldier postural control ability would improve rifle marksmanship and soldier lethality. The study findings inform the development of future military tactical vests and rifle marksmanship training, highlighting the need for lightweight gear design and postural control training.

Implementation of Project-Based Learning Model to Improve Students' Collaboration Skills: Literature Review

Collaboration skills are one of the important skills in 21st-century learning, especially in supporting students to work together to achieve common goals. This article examines the effectiveness of project-based learning models (Project Based Learning or PjBL) in improving students' collaboration skills through a literature review of several relevant studies. This study is a literature review that collects theoretical references related to the problems found. The data in this study were obtained through a literature study, namely a way of collecting data or sources related to research topics from scientific articles searched through Google Scholar over the last 10 years sourced from Google Scholar. The data was analyzed using a descriptive analysis method, which describes facts followed by analysis, providing sufficient understanding and explanation. The results of the study indicate that the implementation of PjBL not only improves collaboration but also encourages creativity and social skills of students. Challenges faced in the implementation of PjBL include the need for teacher training, time management, and management of group dynamics. However, the PjBL model has proven effective in creating an interactive learning process and supporting the achievement of academic and non-academic outcomes.

Leading with AI in critical care nursing: challenges, opportunities, and the human factor

IntroductionThe integration of artificial intelligence (AI) in intensive care units (ICUs) presents both opportunities and challenges for critical care nurses. This study delves into the human factor, exploring how nurses with leadership roles perceive the impact of AI on their professional practice.ObjectiveTo investigate how nurses perceive the impact of AI on their professional identity, ethical considerations surrounding its use, and the shared meanings they attribute to trust, collaboration, and communication when working with AI systems.MethodsAn interpretive phenomenological analysis was used to capture the lived experiences of critical care nurses leading with AI. Ten nurses with leadership roles in various ICU specializations were interviewed through purposive sampling. Semi-structured interviews explored nurses’ experiences with AI, challenges, and opportunities. Thematic analysis identified recurring themes related to the human factor in leading with AI.FindingsThematic analysis revealed two key themes which are leading with AI: making sense of challenges and opportunities and the human factor in leading with AI. The two main themes have six subthemes which revealed that AI offered benefits like task automation, but concerns existed about overreliance and the need for ongoing training. New challenges emerged, including adapting to new workflows and managing potential bias. Clear communication and collaboration were crucial for successful AI integration. Building trust in AI hinged on transparency, and collaboration allowed nurses to focus on human-centered care while AI supported data analysis. Ethical considerations included maintaining patient autonomy and ensuring accountability in AI-driven decisions.ConclusionWhile AI presents opportunities for automation and data analysis, successful integration hinges on addressing concerns about overreliance, workflow adaptation, and potential bias. Building trust and fostering collaboration are fundamentals for AI integration. Transparency in AI systems allows nurses to confidently delegate tasks, while collaboration empowers them to focus on human-centered care with AI support. Ultimately, dealing with the ethical concerns of AI in ICU care requires prioritizing patient autonomy and ensuring accountability in AI-driven decisions.

Assessing the need for robotic surgery training in standard medical education: insights from medical students

ObjectiveRobotic surgical approaches are increasingly utilized; however, standard medical school curricula omit this topic. This study examines the need for robotic-specific surgical education from the medical students' perspective.DesignA 10-question web-based survey was designed to assess factors including class year, intended specialty, exposure to robotic surgery, and perceived necessity for robotic surgery education. The survey was validated by small group of surgical residents.SettingThis study was conducted at a busy tertiary academic center.ParticipantsSurvey was distributed to 425 post-core clerkship medical students.ResultsOut of 79 respondents (18.5% response rate), 71% had some exposure to robotic surgery. The majority (72%) of respondents, regardless of their intended specialty, agreed on the necessity to learn about robotic surgery. Respondents identified terminology, proper patient counseling, and bedside assisting skills as potential topics to incorporate in robotic surgery medical school curricula.ConclusionsMedical students irrespective of their intended specialty favor robotic surgery specific education. These findings underscore the need to incorporate robotics education into core medical school curricula.

Bridging the Gap: Assessing and Addressing Training Needs in the Social Communication Ministry of a Religious Institution

Bridging the Gap: Assessing and Addressing Training Needs in the Social Communication Ministry of a Religious Institution

Pengaruh Pendidikan Jasmani Bagi Anak Sekolah Dasar untuk Pembentukan Karakter di Era Modern

This research aims to examine the influence of physical education for elementary school children on character formation in the modern era. By using the literature review method, which begins with identifying relevant sources. The results of the research show that physical education in the modern era has a very important role in development. holistic children. Physical education does not only focus on physical aspects, but also includes cognitive, effective and psychomotor development. Physical education contributes to the formation of students' character and social skills in the modern era. In this context, the role of teachers as role models is crucial, where they are expected to deliver materials in creative and interactive ways, including utilizing digital platforms such as TikTok to attract students' interest. The research also highlights the challenges faced in implementing physical education, such as the lack of facilities and resources and the need for professional training for teachers to improve the quality of learning. Thus, physical education is expected to contribute not only to students' physical health, but also to the development of social skills and adaptability in an increasingly digitalized world.

'Once you've opened that can of worms': qualitative study to understand why liaison psychiatry staff are not asking about domestic abuse following self-harm.

Domestic abuse is a significant risk factor for self-harm and suicide. A large proportion of people presenting to healthcare services following self-harm have experienced domestic abuse. In the UK, routine enquiry for domestic abuse is recommended for people who present having self-harmed, but evidence indicates that this is not happening. An exploratory qualitative study to explore liaison psychiatry staff experiences of asking about domestic abuse, including the barriers and challenges to asking. Semi-structured qualitative interviews with active adult liaison psychiatry staff in the UK. Recruitment was via online platforms and professional networks. A reflexive thematic analysis of the narratives was carried out. Fifteen participants were interviewed across a variety of disciplines (ten nurses, four doctors, one social worker). The generated themes include the following: asking about domestic abuse - the tension between knowing and doing; 'delving deeper' and the fear of making things worse; the entanglement of shame, blame and despondency; domestic abuse was different from other clinical problems (mental illness/substance misuse); and biases, myths and misassumptions guiding practice. Participants indicated the need for better training and education, and clear protocols for eliciting and acting on disclosures. There is a clear need to improve the support offered to victim-survivors of domestic abuse who self-harm and present to healthcare services. National implementation of education and training to better equip liaison psychiatry teams with the skills and knowledge to sensitively support victim-survivors of domestic abuse is required.

Massive Education in Prison Health in Brazil: A Look Beyond the Walls

Equal access to health initiatives and services under the principles of universal and comprehensive care remains a challenge in Brazil. The realization of public health policies is further intricate when one examines the health situation of people deprived of liberty. This study showcases the “Prison System: Beyond the Walls” educational pathway, available on the Virtual Learning Environment of the Brazilian National Health System (AVASUS). The action research methodological strategy guided the pathway development, emphasizing dialogic learning. The goal was to address the need for massive training on the topic of prison health, with the model focusing on engagement through spontaneous, non-mandatory participation in the pathway courses. The pathway comprised four modules, whose educational offerings were based on the self-learning model. Students were free to choose which courses to take and in what order, as there was no prerequisite for participating in modules. Hence, students could either take all the courses or only those with which they identify their learning needs, regardless of work demands or personal interests. Structuring the pathway through action research facilitated a massive, cohesive, and continuous training process. This approach expanded knowledge and established meaningful relationships among the related topics and the key players involved: health professionals, prison officers, and people deprived of liberty. Notably, the pathway courses have surpassed the 50,000-enrollment mark, spanning all five regions of Brazil. In this context, this article presents and discusses the development of the “Prison System: Beyond the Walls” pathway, emphasizing the massive improvement of health within Brazil’s prison system and highlighting the results achieved.

A virtual assistant for primary care's food and nutrition surveillance system: Development and validation study in Brazil

ObjectiveThe study aimed to develop and validate a conversational agent (chatbot) designed to support Food and Nutrition Surveillance (FNS) practices in primary health care settings. MethodsThis mixed-methods research was conducted in three stages. Initially, the study identified barriers and challenges in FNS practices through a literature review and feedback from 655 health professionals and FNS experts across Brazil. Following this, a participatory design approach was employed to develop and validate the chatbot's content. The final stage involved evaluating the chatbot's user experience with FNS experts. ResultsThe chatbot could accurately understand and respond to 60 different intents or keywords related to FNS. Themes such as training, guidance, and access emerged as crucial for guiding FNS initiatives and addressing implementation challenges, primarily related to human resources. The chatbot achieved a Global Content Validation Index of 0.88. ConclusionThe developed chatbot represents a significant advancement in supporting FNS practices within primary health care. Practice implicationBy providing an innovative, interactive, educational tool that is both accessible and reliable, this digital assistant has the potential to facilitate the operationalization of FNS practices, addressing the critical need for effective training and counseling in developing countries.

A A corpus-based study on the use of cohesive devices in the lesson plans of pre-service teachers

This study explores the use of cohesive devices in lesson plans (LPs) prepared by pre-service teachers across various subjects, specifically focusing on English, Math, and Biology majorships in a state university in the Philippines. The research highlights the prevalent use of personal references among English pre-service teachers, who favor the word "you" for its role in maintaining a second- and third-person perspective. In contrast, Math and Biology pre-service teachers predominantly employ nominal substitutions and conjunctions to enhance coherence in their LPs. The study also notes the absence of ellipsis in the analyzed LPs and identifies the predominant use of nominal substitution and extension conjunctions across subjects. By comparing the frequency and types of cohesive devices used, the research underscores the variations in linguistic strategies employed by pre-service teachers of different disciplines. The findings suggest a need for greater awareness and training on the effective use of cohesive devices to improve lesson planning and instructional clarity.

Exploring barriers to Quality 4.0 implementation: a multivariate analysis

PurposeIndustry 4.0 (I4.0) technologies and practices are changing the way quality is managed in organizations, giving rise to the movement known as “Quality 4.0” (Q4.0). In this context, this study aims to analyze the barriers organizations face when trying to implement Q4.0 and to examine whether there are significant differences according to size, sector, level of excellence and degree of readiness for Q4.0 implementation.Design/methodology/approachThe sample comprises 107 Spanish organizations with some form of European Foundation for Quality Management (EFQM) excellence recognition system. The methodology includes multivariate techniques (factor analysis and mean difference analysis).FindingsThe study has managed to summarize the ten main barriers to the implementation of Q4.0 identified in the literature in three groups: organizational (five barriers), knowledge (two barriers) and technological (three barriers). The main barriers are the high investment in technology required to implement Q4.0 and the need for more training and competence of workers. In addition, SMEs encounter more significant technological barriers when implementing Q4.0 than large companies. However, organizational and knowledge barriers are the same. Organizations in the service sector come across more organizational and knowledge barriers to implementing Q4.0 than industrial organizations; no differences were identified for technological barriers. The higher the EFQM seal of excellence achieved, the lower the knowledge barriers faced, with no differences in organizational and technological barriers. Finally, it is observed that the more prepared organizations are to implement Q4.0, the lower the barriers they face.Research limitations/implicationsThe study helps managers identify the barriers they may encounter when implementing Q4.0, which helps design short- and long-term plans to mitigate or break down these barriers.Originality/valueThe study provides empirical evidence on an organization’s barriers to implementing Q4.0. On the other hand, the barriers are related to some of the relevant characteristics that define the organizations, such as their size, the sector of activity, their level of excellence and their degree of preparation for implementing Q4.0.

Interprofessional In Situ Simulation’s Impact on Healthcare Personnel’s Competence and Reported Need for Training in Cardiopulmonary Resuscitation—A Pilot Study in Norway

Background/objectives: International guidelines recommend cardiopulmonary resuscitation [CPR] training every sixth month. However, research indicates that more training is needed to maintain CPR competence. The objectives of this pilot study were (a) to assess health personnel’s self-reported competence and need for more training in CPR before and after interprofessional in situ CPR simulation and (b) to assess time since the last CPR course and respondent’s reported need for more training. Also, we wanted a pilot to assess areas of improvement in a future, larger study. Methods: A questionnaire was administered to healthcare personnel in hospital wards receiving CPR training using a purposeful sampling strategy. Results: In total, 311 respondents answered the pre-intervention and 45 respondents answered the post-intervention survey. The respondents believed they had good knowledge, skills, and training in CPR, and about 2/3 of the respondents reported a need for more knowledge, skills, and training. There was a weak positive correlation between the time since the last CPR course and the perceived need for more training [p < 0.05]. There were no significant differences in self-reported competence or perceived need for more training pre- and post-intervention. The pilot detected several limitations that need improvement in a future study. Conclusions: The authors suggest that regular training is important for maintaining competence in CPR. Also, in a future study, comparisons at an individual level, as well as assessments by experts and of non-technical skills, should be included.

The development of an intradisciplinary staff training intervention on the optimal management of behavioural and psychological symptoms of dementia: A qualitative study

Introduction: Behavioural and psychological symptoms of dementia (BPSDs) are a group of highly prevalent symptoms in residents with a neurocognitive disorder (NCD), including agitation and depressive symptoms. Caregiving staff often mention knowledge and skills deficits regarding optimal BPSD management. While several staff trainings on BPSDs management exist internationally, their transferability to other clinical contexts is limited, owing to methodological challenges. Therefore, to address this implementation gap, there is a strong need for trainings based on high-quality research to strengthen existing evidence, ensure feasibility and reproducibility. Methods: This qualitative study, part of a larger research project, occurred in 2022 on a long-term care (LTC) center unit and an alternate level of care (ALT) hospital unit located in the Province of Quebec, Canada. This study aimed to: 1) evaluate the needs and perceptions of staff caregivers regarding BPSD management, 2) identify the training content and modalities to prioritize according to experts, 3) develop an intradisciplinary training on BPSD management, and 4) pretest the preliminarily version of the training. Objectives one and two were evaluated using focus groups and objective four using individual cognitive interviews. Qualitative interview data was audio-recorded with participants’ consent, transcribed verbatim, and thematically content analyzed using an established method. Results: Overall, thirteen caregivers participated in objective one (8 from the LTC unit, and 6 from the ALT unit). The main staff training need identified on each site was the management of resident’s aggressive behaviours. Staff verbalized a preference for a virtual training. Objective 2 involved a panel of eight experts. Experts recommended the use of an online training platform, and certain training models and indicators. Based on caregivers and experts’ input, five interactive online staff training capsules lasting from 20-25 minutes each and an algorithm guiding the evaluation and management of BPSDs were created. The training capsules and the algorithm were iteratively improved following cognitive interviews with 4 caregivers from the participating sites. Conclusion: An interactive virtual staff training on BPSD management was created based on staff and expert consultation. The next step in investigation will be to evaluate the feasibility and acceptability of the training.