Adapting and usability testing of an eLearning resource to enhance healthcare professional provision of sexual support across cancer care

Bingham, Sharon; Semple, Cherith; Flannagan, Carrie; Dunwoody, Lynn

doi:10.1007/s00520-022-06798-w

Cited by 4 publications

(2 citation statements)

References 35 publications

(49 reference statements)

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“…The following subsections on themes include some illustrative quotations that capture participants’ think-aloud responses and feedback from phases 1 and 2. Feedback was classified according to the 4 main areas from Bingham [ 42 ]: appearance, content, navigation, and functionality. A summary report on all participants’ feedback and the resulting application refinement action steps are presented in Multimedia Appendix 3 .…”

Section: Resultsmentioning

confidence: 99%

“…After the completion of all monitored tasks in phases 1 and 2 and nonmonitored use of the application in phase 3, comments on the most liked and least liked features were provided by participants. These comments were also classified according to the 4 main areas from Bingham et al [ 42 ] ( Multimedia Appendix 4 ). Variability and inconsistencies were evident in the most liked and least liked comments.…”

Section: Resultsmentioning

confidence: 99%

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Usability Testing of a Web-Based Empathy Training Portal: Mixed Methods Study

Lobchuk¹,

Hoplock²,

Harder³

et al. 2023

JMIR Form Res

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Background The prepandemic period saw a rise in web-based teaching. However, web-based tools for teaching the essential clinical skill of cognitive empathy (also known as perspective taking) remain limited. More of these tools are needed and require testing for ease of use and understanding by students. Objective This study aimed to evaluate the usability of the In Your Shoes web-based empathy training portal application for students using quantitative and qualitative methods. Methods This 3-phase formative usability study used a mixed methods design. In mid-2021, we conducted a remote observation of student participants interacting with our portal application. Their qualitative reflections were captured, followed by data analysis and iterative design refinements of the application. Overall, 8 third- and fourth-year nursing students from an undergraduate baccalaureate program at a Canadian university, in the western province of Manitoba, were included in this study. Participants in phases 1 and 2 were remotely observed by 3 research personnel while engaged in predefined tasks. In phase 3, two student participants were asked to use the application as they liked in their own environments, after which a video-recorded exit interview with a think-aloud process was conducted as participants responded to the System Usability Scale. We calculated descriptive statistics and performed content analysis to analyze the results. Results This small study included 8 students with a range of technology skills. Usability themes were based on participants’ comments on the application’s appearance, content, navigation, and functionality. The biggest issues that participants experienced were with navigating the application’s “tagging” features during video analysis and the length of educational material. We also observed variations in 2 participants’ system usability scores in phase 3. This may be because of their different comfort levels with technology; however, additional research is required. We made iterative refinements to our prototype application (eg, added pop-up messages and provided a narrated video on the application’s “tagging” function) based on participant feedback. Conclusions With increasing engagement in web-based teaching, technology has become an essential medium for receiving health care education. We developed a novel prototype application as a supplemental classroom tool to foster students’ self-directed learning of empathy. This study provided direction for refinements to optimize the usability of and satisfaction with this innovative application. Qualitative feedback revealed favorable input toward learning perspective taking place on the web and helpful recommendations for improving user experiences with the application. We could not fully assess the application’s key functions owing to the COVID-19 protocols. Thus, our next step is to obtain feedback from a larger sample of student users, whose experiences performing “live” video capture, annotation, and analysis will be more authentic and wholesome with the refined application. We discuss our findings in relation to research on nursing education, perspective taking, and adaptive e-learning.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Usability Testing of a Web-Based Empathy Training Portal: Mixed Methods Study

Lobchuk¹,

Hoplock²,

Harder³

et al. 2023

JMIR Form Res

View full text Add to dashboard Cite

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Factors Influencing the Provision of Healthcare Professional-Led Sexual Support to Patients with Cancer and Their Partners: An Integrative Review of Studies from 2017 to 2022

Bingham,

Cassells,

Semple

2024

Sex Res Soc Policy

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Introduction Patients with cancer and partners often face difficult and enduring sexual concerns. Reviews up to 2017 identified that the provision of a healthcare professional (HP)-led sexual support was not routine practice. Since 2017, there has been a burgeoning growth in research and evidenced-based interventions targeting HP’s sexual support provision in cancer care. Therefore, this review presents a synthesis of HP-led sexual support and factors impacting provision in cancer care from 2017 to 2022 to ascertain if sexual support in clinical practice has changed. Methods Using an integrative review design, searches were performed on five electronic databases (CINAHL, MEDLINE, ProQuest, PubMed and PsycInfo), Google Scholar and manual review of reference lists from 2017 to 2022. Data extracted from studies meeting predefined inclusion/exclusion criteria was synthesised using thematic analysis. Papers were appraised using the Mixed Methods Appraisal Tool. Results From the twelve empirical studies included, three themes were identified: (1) Theory–practice gap: HP’s recognition of the need to provide sexual support to patients with cancer and partners but current provision is lacking, (2) professional and organisational barriers to HPs providing sexual support for patients with cancer and (3) equipping HPs and enabling patients to discuss sexual challenges in cancer care could enhance delivery of sexual support. Conclusion Provision of HP-led sexual support in cancer care is still not routine practice and when provided is considered by HPs as sub-optimal. Policy Implications Providing HPs with education, supportive resources and referral pathways could enhance the provision of sexual support in cancer care.

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