The experience and attitudes of long-term care workers with teaching and learning modalities for the delivery of continuing professional development activities: a mixed-methods study
Aim: To develop a better understanding of the attitudes and experiences of healthcare workers and managers with face-to-face, online asynchronous (pre-recorded), and online synchronous (live) modalities for Continuing Professional Development (CPD) working in the Long-Term Care (LTC) sector.
Background:The recent global pandemic significantly interrupted the delivery and organisation of education and training for healthcare professionals internationally. As a result of the restrictions, healthcare professionals’ access to CPD was limited, consequentially education and training activities were mostly delivered online. Research into the experiences of healthcare workers with the various teaching and learning modalities in the LTC setting is limited.
Design: An explanatory mixed methods study using an exploratory sequential design.
Methods: A two-phase study conducted from January 2022 to September 2022, in the Republic of Ireland. In phase one, researchers conducted four focus groups and in phase two 168 participants completed a survey to explore the results of phase one.
Results: From the focus groups interviews five themes emerged regarding participants’ experiences, attitudes and preferences with the three modalities of CPD education and training in the field of LTC: 1) Flexibility, 2) Networking, 3) Resources and Support, 4) Engaging and meaningful learning, and 5) Balancing online and face-to-face learning through Blended Learning. Results from the survey found the preferred modality was face to face (n= 54, 32.1%), followed very closely by blended learning (n=51, 30.4%). Most of the respondents reported that synchronous online CPD education was convenient, flexible, offers the opportunity to interact with peers, and that its quality depends on educators’ skills. The majority of respondents (n=155, 92.3%) declared that they would require support in the workplace to implement their new knowledge and skills.
Conclusions: This study revealed the significance participants place on ‘engagement’ when taking part in education and training. Engagement was described as a key factor to improve the delivery of CPD in the LTC setting. In addition, regardless of the mode of delivery, participants reported that they need to be supported in the workplace to implement their new knowledge and skills. This requires the support and endorsement of employers and managers, who could ensure more protected time for learning, technical support and championing facilitators and mentors in the workplace to enhance the translation of new knowledge into clinical practice.
Department of Further and Higher Education, Research, Innovation and Science in Ireland
CommentsThe original article is available at https://www.sciencedirect.com/
Published CitationFitzgerald C, et al. The experience and attitudes of long-term care workers with teaching and learning modalities for the delivery of continuing professional development activities: a mixed-methods study. Nurse Education in Practice. 2023;72:103774.
Publication Date26 August 2023
- Faculty of Nursing and Midwifery
- Accepted Version (Postprint)