Online Education Programs Research Articles

"Better Living with Non-memory-led Dementia": protocol for a feasibility randomised controlled trial of a web-based caregiver educational programme

BackgroundNon-memory-led dementias such as posterior cortical atrophy (PCA), primary progressive aphasia (PPA) and behavioural variant frontotemporal dementia (bvFTD) are low prevalent and often affect individuals under the age of 65. Tailored educational and support resources for caregivers of people living with these dementia phenotypes are scarce and unevenly distributed geographically. Web-based educational programmes are emerging as promising alternatives to improve caregiver self-efficacy and well-being. Here, we present the protocol of a study aiming to assess the feasibility of a co-produced online educational programme for caregivers of people living PCA, PPA and bvFTD: the Better Living with Non-memory-led Dementia programme.MethodsA randomised controlled feasibility trial will be conducted on a sample of 30 caregivers of people living with PCA, PPA and bvFTD. Participants will be recruited among members of the support organisation Rare Dementia Support (based at UCL in the UK). The intervention group will be given access to an 8-week co-produced web-based educational programme consisting of 6 modules addressing education about PCA, PPA and bvFTD and support strategies for the person with dementia and for the caregiver. The control group will receive treatment as usual (TAU). Feasibility will be measured through feasibility of recruitment, clinical measurement tools and acceptability. Clinical measures will be used to assess preliminary efficacy and data on completion rates, missing data and variability used to decide on measures to be included in a full-scale trial.Allocation ratio will be 2:1 (intervention:control) stratified by diagnosis. Feasibility of recruitment and acceptability will be assessed. Clinical measures will be administered at baseline and 8-week and 3-month post-randomisation. The control group will be offered access to the intervention at the completion of data collection. Participants will be unblinded, and all measures will be self-reported online.DiscussionOnline-delivered educational programmes show potential for improving care competency of caregivers and may contribute to overcoming geographical inequalities in local provision of support services. This pilot study will inform a fully powered international trial to determine the effectiveness of Better Living with Non-memory-led Dementia.Trial registrationThis trial has been registered prospectively on the Clinical Trials Registry on 1st September 2022, registration number NCT05525377.

THE ROLE OF E-LEARNING READINESS ON SELF-REGULATION IN OPEN AND DISTANCE LEARNING

In recent years, the proliferation of online and distance education has dramatically changed the landscape of education. With the growing demand for flexible and accessible learning opportunities, learners are increasingly turning to online and distance education programs to pursue their academic, personal, and professional goals. However, this modality of learning also presents unique challenges for learners, particularly when it comes to e-learning readiness and self-regulated learning. To explore these factors within the context of the online distance learning environment, this study used a cross-sectional quantitative research method to examine the differences in self-regulated learning skills of open and distance learners in terms of e-learning readiness in the Open Education System of Anadolu University. For the purpose of the study, an online survey was used to collect data. The participants of the study comprised 466 online distance learners. Results indicated that learners with high e-learning readiness levels had higher self-regulated learning skills compared to those with low levels. It was also determined that self-regulated learning skills did not differ in terms of the gender of the learners while they differed in terms of the time the learners spent on the learning management system.

CN86 Advanced breast cancer care for nurses (ABC4Nurses): A mixed-methods evaluation of an online educational programme

CN86 Advanced breast cancer care for nurses (ABC4Nurses): A mixed-methods evaluation of an online educational programme

The quality and reliability of Turkish websites in Google containing information about amputation rehabilitation in the shadow of the earthquake disaster

Aim: Health-related online information has become an important part of patient education. In this context, we aimed to examine the information content, readability, reliability, and quality levels of websites that provide online information about amputee rehabilitation.
 
 Methods: On April 1–7, 2023, all websites scanned by typing “amputee rehabilitation” into the Google search engine were examined. The websites are divided into two groups (group 1= hospitals, universities, health-related associations, and other official institutions; group 2= health professionals, news websites, and others) according to the creator of the websites. The information content was determined according to nine sub-topics in line with the online education programs of the Disaster Rehabilitation Working Group of the Turkish Physical Medicine and Rehabilitation Association and the relevant literature. According to the readability formula of Ateşman and Bezirci-Yilmaz, reliability and quality assessments were made with the Journal of the American Medical Association (JAMA) score, the DISCERN scale, the Global Quality Score (GQS), and the Physician’s Global Quality Score (PGQS).
 
 Results: 109 websites were scanned, and 20 websites were included in the study, 12 (60%) in group 1 and 8 (40%) in group 2. The median of information content was 2,3 (0–7), and none of the websites had full information content. The median of the Ateşman value is 41,1 (29,5–53,0), which is difficult to read; the Bezirci-Yilmaz value was readable at the undergraduate level with a median of 15,5 (9,4–21,6). The JAMA score was 0,8 (0-3) and almost all (95%) of the websites were found to be low reliable (JAMA score ≤ 2). The DISCERN score was of very poor quality, with a median of 23,55 (16–34). GQS was 1,95 (1-3), and PGQS was 1.7 (1-3) with low quality. There was no difference between the groups or between the first two pages and the remaining pages.
 
 Conclusion: Turkish websites providing information about amputee rehabilitation are very inadequate in terms of content, difficult to read, poor quality, and unreliable. Within the framework of these data, reliable and comprehensible online information on this subject should be provided with the necessary support of health-related public or private institutions and experienced health professionals. To be prepared for future natural disasters, health policies aiming to provide quality information online to inform the public should be developed.

Investigation of the Effect of an Online Supportive Education Program on the Family Caregivers’ Resilience and Abuse of People with Dementia: A Controlled Randomized Trial

Dementia and its progressive nature necessitate care and impose dependency on family caregivers, exposing them to psychological distress and even abuse of people with dementia. The effects of psychological distress and subsequent abuse can be lessened with increased resilience. This study investigates the effect of a supportive online education program on family caregivers’ resilience and abuse of people with dementia. In total, 74 family caregivers of dementia patients participated in this controlled randomized trial, which was conducted from February 2022 to July 2022. Data were gathered using the Walsh Family Resilience Questionnaire, and the Caregiver Abuse Screen. The collected data were analyzed in SPSS software using descriptive and inferential statistics. There was no significant difference between the two groups in terms of baseline variables, resilience, and abuse. The intervention resulted in no significant difference in the scores of resilience ( p = .08) and abuse ( p = .447). Both the intervention ( p = .430) and control ( p = .082) groups showed no evidence of a significant change in resilience between before and after the intervention. However, a significant difference was found in the abuse scores before and after the study in the intervention group ( p = .022). The intervention did not significantly affect family caregivers’ resilience and abuse of people with dementia, but it reduced abuse in the intervention group. Taking note of these results, this study proposes other solutions to improve outcomes, and also education and support of family caregivers to diminish their abuse of people with dementia.

Study protocol for a feasibility study of an online educational programme for people working and living with persistent low back pain

BackgroundLow back pain (LBP) is the main cause of activity limitation and work absence across the world, leading to a high social and economic burden for individuals, families, the labour market and society. The overall aim of this multicentre study is to test the usability, acceptability and feasibility of an evidence-based, digital education programme for people living and working with persistent LBP who are in sedentary or physically demanding jobs and need advice on ergonomics, self-management of pain and healthy behavioural strategies.MethodsThis is the protocol of a multinational, multicentre, prospective uncontrolled feasibility study targeting people with persistent LBP in Lithuania, Northern Ireland, Italy, Sweden and Portugal. Eligible participants will be offered the opportunity to use the MyRelief educational platform as part of their care and will undergo evaluations at baseline (enrollment) and 1-month follow-up. Feasibility will be assessed using measures of recruitment and retention, intervention engagement, outcome measure completion rates and within-group effect sizes in response to the digital education programme.DiscussionThis study will identify the challenges and implications of delivering a digital training programme in advance of potentially delivering the programme via an online educational platform available on mobile devices. The findings will inform the design of a future randomised controlled trial if it proves feasible.Trial registrationClinicalTrials.gov, NCT04673773. Registered 17 December 2020.

An Educational CRM Chatbot for Learning Management System

An educational customer relationship management (CRM) Chatbot is a learner support service automation tool that enhances the human computer interaction and user experience in higher education institutions through effective online conversation and information exchange. The machine with embedded knowledge is trained to identify the sentences and taking a right decision itself in response to answer a question. An E-learning platform is a web-based platform designed to streamline the administration, delivery of online educational courses and training programs. It serves as a centralized hub where educators, learners, and administrators can interact, collaborate, and access learning resources anytime, anywhere. The research objective is to design and build a E-Learning Management System with CRM chatbot for effective user interaction. A website is developed for managing course materials in the form of videos, flip-books and quiz using HTML, CSS, JavaScript, PHP, and MySQL. Students can access the course materials from anywhere and anytime. The queries may arise from user at any moment. In this case, the chat bot will primarily assist students and will respond to queries by guiding them through the functionalities and features of this application at any time. Chatbot will enhance customer service. This proposed CRM-chatbot uses natural language processing (NLP) and Feed forward Neural Network model to understand students questions and automate responses to them.

The online educational program ‘Perspectives’ improves affective polarization, intellectual humility, and conflict management

Solving the most pressing problems of our time requires broad collaboration across political party lines. Yet, the United States is experiencing record levels of affective polarization (distrust of the opposing political party). In response to these trends, we developed and tested an asynchronous online educational program rooted in psychological principles called Perspectives. In Study 1, using a large longitudinal dataset (total N = 35,209), we examined Perspectives users’ scores on affective polarization and intellectual humility at pre- and post-intervention. Studies 2 and 3 were longitudinal randomized controlled trials with government finance officers (N = 341) and college students (N = 775), respectively, and examined the effects of Perspectives on affective polarization, intellectual humility, and conflict resolution skills. Across these studies, we found that Perspectives users experienced small to medium-sized decreases in affective polarization and small to medium-sized increases in intellectual humility. In Study 3, we found that Perspectives led to small yet significant improvements in conflict resolution skills. These findings suggest promise for a brief and scalable intervention to improve affective polarization, intellectual humility, and conflict management.

The Impact of Psychiatric Care Program on Empathy of Neonatal Intensive Care Nurses in Iran.

The main role of nurses is not only to inform about the disease and treatment of the patient but also to establish an effective therapeutic relationship to address concerns and provide empathy, comfort, and support. This issue is very prominent in neonatal intensive care units (NICUs) and doubles the importance of empathetic communication between nurses and parents and promoting empathy skills in nurses working in neonatal intensive care units. This study aimed to evaluate the effect of a support program on the empathy of neonatal intensive care nurses across the Iran. This study was conducted in 2021 as a semi-experimental intervention in a group of 166 nurses working in the neonatal department all over Iran who met the inclusion criteria. Jefferson's empathy questionnaire was completed electronically by the participants before and after the online education program start. Data were analyzed using SPSS software (V 24.0). The empathy score of nurses was 60.31 ± 5.76 before and 66.47 ±6.60 after the intervention. The empathy scores of nurses after the intervention increased statistically significantly. Nurses can communicate empathically with parents by training their verbal and nonverbal communication skills and gaining a common understanding of the feelings of parents of premature infants.

A Study on Students’ Perception and Satisfaction on Online Education

Covid-19 pandemic has brought radical change in almost all the fields, education sector is no exception. Education sector has been experiencing a sea change right from delivering lectures to conducting examinations. Technology has made education available online through different platforms. Though online education programs were made available to public even before COVID-19 pandemic but it got picked up pace only after COVID-19 pandemic. Government and Private educational institutions started offering many online programs. Online education has its own pros and cons. The present study is an effort to bring out the factors affecting the perception and satisfaction on online education. The study found that course content is the most significant and important determinant of satisfaction of online education.

Evaluation of an online education program for healthcare professionals on best practice management of perinatal deaths: IMPROVE eLearning.

The IMPROVE (IMproving Perinatal Mortality Review and Outcomes Via Education) eLearning, developed by the Stillbirth Centre of Research Excellence in partnership with the Perinatal Society of Australia and New Zealand was launched in December 2019. Based on the successful face-to-face program, the eLearning aims to increase availability and accessibility of high-quality online education to healthcare professionals providing care for families around the time of perinatal death, to improve the delivery of respectful and supportive clinical care and increase best practice investigation of perinatal deaths. To evaluate participants' reported learning outcomes (change in knowledge and confidence) and overall acceptability of the program. Pre- and post-eLearning in-built surveys were collected over two years (Dec. 2019-Nov. 2021), with a mix of Likert and polar questions. Pre- and post-eLearning differences in knowledge and confidence were assessed using McNemar's test. Subgroup analysis of overall acceptability by profession was assessed using Pearson's χ2 . One thousand, three hundred and thirty-nine participants were included. The majority were midwives (80.2%, n = 1074). A significant improvement in knowledge and confidence was shown across all chapters (P < 0.01). The chapter showing the greatest improvement was perinatal mortality audit and classification (21.5% pre- and 89.2% post-education). Over 90% of respondents agreed the online education was relevant, helpful, acceptable, engaging. Importantly, 80.7% of participants considered they were likely to change some aspect of their clinical practice after the eLearning. There was no difference in responses to relevance and acceptability of the eLearning program by profession. The IMPROVE eLearning is an acceptable and engaging method of delivery for clinical education, with the potential to improve care and management of perinatal deaths.

Stroke clinical coding education program in Australia and New Zealand.

Accurate coded diagnostic data are important for epidemiological research of stroke. To develop, implement and evaluate an online education program for improving clinical coding of stroke. The Australia and New Zealand Stroke Coding Working Group co-developed an education program comprising eight modules: rationale for coding of stroke; understanding stroke; management of stroke; national coding standards; coding trees; good clinical documentation; coding practices; and scenarios. Clinical coders and health information managers participated in the 90-minute education program. Pre- and post-education surveys were administered to assess knowledge of stroke and coding, and to obtain feedback. Descriptive analyses were used for quantitative data, inductive thematic analysis for open-text responses, with all results triangulated. Of 615 participants, 404 (66%) completed both pre- and post-education assessments. Respondents had improved knowledge for 9/12 questions (p < 0.05), including knowledge of applicable coding standards, coding of intracerebral haemorrhage and the actions to take when coding stroke (all p < 0.001). Majority of respondents agreed that information was pitched at an appropriate level; education materials were well organised; presenters had adequate knowledge; and that they would recommend the session to colleagues. In qualitative evaluations, the education program was beneficial for newly trained clinical coders, or as a knowledge refresher, and respondents valued clinical information from a stroke neurologist. Our education program was associated with increased knowledge for clinical coding of stroke. To continue to address the quality of coded stroke data through improved stroke documentation, the next stage will be to adapt the educational program for clinicians.

An Investigation of Digital Transformation Activities of Higher Education in Türkiye

This study aimed to examine the digital transformation activities of universities. The document analysis method was used in the study, one of the qualitative research methods. In this context, the websites of 207 universities were examined using the "Digital transformation activities form of universities" developed by the researchers. The data were analyzed by content analysis method. As a result of the analysis, six broad themes, also called dimensions in the current study, emerged, such as research, education, culture, process, technology, and community service regarding digital transformation activities of higher education institutions. Infrastructure studies, educational activities for research and supply and the use of smart systems to provide various cooperation opportunities are discussed within the scope of the research dimension. There are online scientific studies, online education programs, digital resources, and open access opportunities in the education dimension. As for the culture dimension, online manager activities for corporate culture, training of trainers, culture-arts and scientific activities took place. With the transfer of business processes to the digital environment, corporate promotion and communication activities were included in the process dimension. In the technology dimension, smart systems, smart campus applications and innovative technologies took place. Finally, the scope of community service compromised related units, university-industry cooperation activities and social activities. As a result, universities carry out activities to support processes such as education, research, management, and cooperation and to realize them in digital environments. For this purpose, it can be said that they perform effective and efficient processes by using various intelligent systems.

Online Early Childhood Teacher Education Program: Practices and Future Possibilities

Online Early Childhood Teacher Education Program: Practices and Future Possibilities

Awareness of Stem Cell Therapy for Diabetes Among Type II Diabetic Patients in Makkah: A Cross-Sectional Study.

Background Diabetes mellitus is a chronic disease that affects millions of people worldwide. Several studies have suggested using stem cells for diabetes treatment. However, there is a lack of research assessing the population's awareness of stem cells. This study aimed to evaluate the level of awareness regarding the use of stem cell therapy for type 2 diabetes mellitus (T2DM). Methodology This study was conducted from December 2021 to April 2022 through an online survey that was distributed electronically via social media platforms. T2DM patients or their care providers who lived in Makkah were included. Patients aged less than 18 years and those with mental disabilities were excluded. Results Of the 316 participants included in the study, 56% were males, 33% had an age range of 46-55 years, and 76% were married. T2DM patients and their caregivers had a moderate level of awareness about stem cell therapy, with caregivers having higher awareness than diabetic patients. A non-significant relationship was found between educational level, income, diabetes control, time of diagnosis, and patients' awareness. However, regarding the decision of treatment, participants aged less than 35 years were highly likely to decide to undergo stem cell treatment compared to other age groups. Conclusions There is a moderate level of awareness about stem cell therapy as a treatment option for T2DM among T2DM patients and caregivers in Makkah. Hence, there is a need to raise awareness by using online and in-person well-organized education programs in Makkah.

An Initiative to Improve Postpartum Discharge Education

ObjectiveTo evaluate an online POST-BIRTH Warning Signs (PBWS) project focused on improving nurses’ knowledge and how they teach individuals in the postpartum period about potential complications. DesignQuality improvement project with exploratory pretest/posttest. SettingSeventy hospitals with maternity services throughout the United States. ParticipantsA sample of 2,363 registered nurses. Intervention/MeasurementsAn online educational program with four surveys and a chart audit tool were used as evaluation measures. ResultsThere was an 11% increase in nurses’ knowledge after the online course intervention. A majority of nurses reported that they would improve how they educate patients and families about PBWS, that they would change their clinical practice based on what they learned, and that their facility implemented a protocol to educate patients about PBWS after the implementation of the course. The nurses’ reported confidence in their teaching increased 59% after implementation of the course. ConclusionThe majority of maternal deaths in the United States occur during the postpartum period. Therefore, it is vital that nurses provide standardized and structured educational messaging when teaching individuals in the postpartum period about signs and symptoms of potential complications. This quality improvement project demonstrated that the PBWS online education course was associated with an increase in nurses’ knowledge and confidence when teaching about potential complications that can arise during the postpartum period.

The impact of an online education program on patients who underwent percutaneous coronary intervention

The impact of an online education program on patients who underwent percutaneous coronary intervention

The Association of Participation in a Summer Prelaw Training Program and First-Year Law School Students’ Grades

This study estimates the association of participation in a nine-week online educational program to prepare students for post-graduate (juris doctorate) education and law school grades. We collected registrar data from 17 U.S. law schools for participants and non-participants from the same year and a prior year. We compared first-semester law school grades between participating and non-participating students weighted by propensity scores. Course participation was associated with improved first-semester grades in a keyed course (Contracts Law) and overall grade point average. According to pre- and post-survey responses, a substantial portion of those who completed the program reported feeling more prepared for law school.

체계기능언어학의 ‘양태 표현’ 온라인 학습 가능성 탐색

Objectives The purpose of this paper is to propose an online teaching method to help learn “Modality” expressions of System Functional Linguistics (SFL).&#x0D; Methods We introduce the SFL terms “coherent realization,” “incongruent realization (grammatical metaphor),” and “systemic network of modality,” which is the entire system of modality. These three concepts from the SFL literature serve as the principles for analyzing and teaching the modality categories of Korean in this paper, and as the practical research methodology for constructing the online program manual in Chapters 4 and 5. Therefore, this paper takes the method of literature review, i.e., applying the principles of the literature to an online education program. “Out-of-video” learning is an essential factor in achieving learners' self-directed learning activities in online non-face-to-face classes. To be specific, the ‘out-of-video’ class is conducted in two stages. First, the ‘AI-tutor- preparation’ stage is subdivided into five sub-stages of activities. They are the knowledge activation stage, the interactive reading stage, the comprehension test stage, the dictation stage, and the role play stage. The paper is organized around the target sentences extracted from the masterpiece fairy tale. The “Review Activities and Feedback” stage is the stage where the students perform extended activities centered on the characters learned in this paper. To achieve this purpose, this paper uses Oscar Wilde's “The Happy Prince” as a teaching medium to make learners' basic knowledge and information more interesting.&#x0D; Results As a result of exploring teaching methods for advanced learners to learn ‘Modality expression’, it was confirmed that the lexico-grammatical realization of, Modality and the grammatical-metaphor of Modality can be distinguished and the Values (high, middle, and low) can be identified according to the type of Modality such as probability, usuality, obligation, and inclination. In addition, the online class system of repeatedly practicing target texts enables holistic learning in the areas of reading, listening, speaking, and writing necessary for language education, and online learning outcomes can usually be assessed immediately. However, in the case of writing activities, it was confirmed that the learning effect can be maximized only when the teacher's periodic feedback is actively conducted.&#x0D; Conclusions The significance of this paper is that we have proposed a practical teaching method that departs from the theory-infused teaching method of SFL. In other words, we have provided an alternative way for learners who are not SFL majors to engage with the SFL curriculum through the above online approach.

Development and evaluation of a novel educational program for providers on the use of polygenic risk scores

PurposeThis study aimed to develop an online educational program for using polygenic risk score (PRS) for breast and ovarian cancer risk assessments and to evaluate the impact on the attitudes, confidence, knowledge, and preparedness of genetic health care providers (GHPs). MethodsThe educational program comprises an online module that covers the theoretical aspects of PRS and a facilitated virtual workshop with prerecorded role-plays and case discussions. Data were collected in pre- and posteducation surveys. Eligible participants were GHPs working in Australian familial cancer clinics registered to recruit patients for a breast and ovarian cancer PRS clinical trial (n = 12). ResultsA total of 124 GHPs completed the PRS education, of whom 80 (64%) and 67 (41%) completed the pre- and posteducation surveys, respectively. Before education, GHPs reported limited experience, confidence, and preparedness using PRS, but they recognized its potential benefits. After education, GHPs indicated improved attitudes (P ≤ .001), confidence (P ≤ .001), knowledge (P ≤ .001), and preparedness (P ≤ .001) to use PRS. Most GHPs thought that the program entirely met their learning needs (73%) and was completely relevant to their clinical practice (88%). GHPs identified PRS implementation barriers, including limited funding models, diversity issues, and need for clinical guidelines. ConclusionOur education program improved GHP attitudes, confidence, knowledge, and preparedness for using PRS/personalized risk and provides a framework for the development of future programs.